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Directed Questions
Instr. Assessments
Directed Questions for Lesson 2:
Standards-Based Instruction
Multiple Choice
Attention: ONLINE RESPONDING IS DISABLED
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1.
How do district/state content standards vary across the nation?
example:
An analysis of 47 states´ content standards conducted by the National Center on Educational Outcomes in 1997 showed that standards were quite varied and included several non-academic standards. Despite the states´ indication of standards being established for all students, 11 states did not mention students with disabilities at all. Nine states considered students with disabilities as part of ´all´ suggesting that accomodations would need to be given in order to allow access to the standards. Despite this, very few states indicated that special educators were a part of the standard setting process.
2.
What major issues effected the development of district/state content standards and performance? Considering the differences existing nation wide, can you provide a brief understanding of your own district/state standards?
example:
National issues abound in regards to including students with disabilities in assessment and accountability systems, both of which are based on standards. Here are some of the major issues considered in the adoption of Standards-Based Instruction:
Appropriateness of standards for students with disabilities
Participation policies or practices
Accommodation policies or practices
Development of an alternate assessment
Data on Exclusion
Data on who receives accommodations
3.
Can you explain the term ´backmapping´? Can you explain how this effects IEP goals and benchmarks and the learning standards established for all students?
example:
The term ´backmapping´ is a relatively new one. It has evolved from the need to link standards to instruction in order to align it with assessment. Once you have identified the desired result of learning standards and benchmarks you can begin the instructional process by asking assessment questions. Start with a standard and examine it in terms of its elements of instruction.
A student´s IEP must reflect his or her current levels of need in the areas that may not be covered by standards. Using backmapping, we can take a standard and link it to the scope and sequence of the curriculum and instructional sequence. The final result of backmapping as an IEP goal and benchmark reflects the learning standards established for all students.
