ACCESSING ACCESSING ACCESSACCESS

Who? What? Where? Who? What? Where? When? Why? When? Why?

and and How?How?

Laura Hamm and Heather WhiteLaura Hamm and Heather White

ID TrainersID Trainers

Our objective is to provide Our objective is to provide embedded professional learning and embedded professional learning and support to teachers, administrators, support to teachers, administrators, and school personnel in order to and school personnel in order to develop and implement curriculum, develop and implement curriculum, social, and behavioral interventions social, and behavioral interventions for students with intellectual for students with intellectual disabilities.disabilities.

Supervisor: Robin BaumgartenSupervisor: Robin Baumgarten

Laura HammLaura Hamm

CampbellCampbell McEachernMcEachern OsborneOsborne PebblebrookPebblebrook South Cobb South Cobb WheelerWheeler

Heather WhiteHeather White

AllatoonaAllatoona HarrisonHarrison HillgroveHillgrove KellKell Kennesaw MountainKennesaw Mountain LassiterLassiter North Cobb North Cobb PopePope SprayberrySprayberry WaltonWalton

Alone we can do so little; together we can do so much.Author : Helen Keller

Access Courses…Access Courses… WHAT are they? WHAT are they? Access courses are aligned to the standards Access courses are aligned to the standards They allow students access to the same They allow students access to the same

courses that the general education students courses that the general education students take. take.

Our special education students are required to Our special education students are required to be exposed to at least ONE standard per be exposed to at least ONE standard per Access course.Access course.

Access Courses – Access Courses – WHO takes them? WHO takes them? Required for students with significant Required for students with significant

cognitive disabilities who are assessed through cognitive disabilities who are assessed through the GAA.the GAA.

WHY Access Courses?WHY Access Courses?

New graduation rules require students with New graduation rules require students with significant cognitive disabilities to receive significant cognitive disabilities to receive instruction addressing the required graduation instruction addressing the required graduation courses.courses.

Access Courses were created to address the Access Courses were created to address the new graduation rules. new graduation rules.

How to earn a regular diplomaHow to earn a regular diploma Earn credits for each required courseEarn credits for each required course Earn credits for the appropriate number of electivesEarn credits for the appropriate number of electives Obtain a proficient score on the GAA in high school Obtain a proficient score on the GAA in high school

AND AND Either remain in school until they are 22 or transition Either remain in school until they are 22 or transition

prior to age 22 to the desired post school outcome prior to age 22 to the desired post school outcome with supports in placewith supports in place

English/Language ArtsEnglish/Language Arts

23.0615023.06150 Access to Ninth Grade Literature/Composition Access to Ninth Grade Literature/Composition 23.0625023.06250 Access to 10th Grade Literature/Composition Access to 10th Grade Literature/Composition 23.0515023.05150 Access to American Literature/Composition Access to American Literature/Composition 23.0525023.05250 Access to English Literature/Composition Access to English Literature/Composition

MathMath

27.0815027.08150 Access to Mathematics I Access to Mathematics I 27.0825027.08250 Access to Mathematics II Access to Mathematics II 27.0835027.08350 Access to Mathematics III Access to Mathematics III

Students enrolled in Access to Mathematics do not Students enrolled in Access to Mathematics do not require Math Support Classesrequire Math Support Classes

Social StudiesSocial Studies 45.08150 Access to United States History45.08150 Access to United States History 45.08350 Access to World History45.08350 Access to World History 45.05750 Access to American Government/ 45.05750 Access to American Government/

Civics (1/2 Credit)Civics (1/2 Credit) 45.06150 Access to Economics/Business/45.06150 Access to Economics/Business/ Free Enterprise (1/2 Credit)Free Enterprise (1/2 Credit) 45.07150 Access to World Geography45.07150 Access to World Geography 45.07650 Access to Local Area Studies45.07650 Access to Local Area Studies

ScienceScience 26.0125026.01250 Access to Biology I Access to Biology I 40.0115040.01150 Access to Physical Science Access to Physical Science 26.0615026.06150 Access to Environmental Science Access to Environmental Science

ElectivesElectives 20.01450 Access to Life Skills and Careers I20.01450 Access to Life Skills and Careers I 20.01451 Access to Life Skills and Careers II20.01451 Access to Life Skills and Careers II 20.01950 Access to Life Skills and Careers III20.01950 Access to Life Skills and Careers III 20.01951 Access to Life Skills and Careers IV20.01951 Access to Life Skills and Careers IV

20.01550 Access to Family, Community, and Careers I20.01550 Access to Family, Community, and Careers I 20.01650 Access to Family, Community, and Careers II20.01650 Access to Family, Community, and Careers II 20.01750 Access to Family, Community, and Careers III20.01750 Access to Family, Community, and Careers III 20.01850 Access to Family, Community, and Careers IV20.01850 Access to Family, Community, and Careers IV 20.43050 Access to Consumer Economics20.43050 Access to Consumer Economics 20.41650 Access to Food, Nutrition, and Wellness20.41650 Access to Food, Nutrition, and Wellness 32.43350 Access to Workplace Readiness32.43350 Access to Workplace Readiness 32.81150 Access to Career Technical Instruction I32.81150 Access to Career Technical Instruction I 53.01450 Access to Music Appreciation I53.01450 Access to Music Appreciation I 53.02450 Access to Music History and Literature53.02450 Access to Music History and Literature

Access Course Descriptions--Access Course Descriptions--ExampleExample

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

HOW do we implement ACCESS HOW do we implement ACCESS courses?courses?

High School teachers of students with significant High School teachers of students with significant cognitive impairments are not expected to teach cognitive impairments are not expected to teach isolated courses but rather to isolated courses but rather to exposeexpose the students to the the students to the basic content of each Access Course.basic content of each Access Course.

Choose standards that are Choose standards that are meaningfulmeaningful and and appropriateappropriate for your students. for your students.

The IEP still drives instruction and should reflect the The IEP still drives instruction and should reflect the functional skills required to progress to the transition functional skills required to progress to the transition plan goals. plan goals.

IEPs should NOT address specific grade level IEPs should NOT address specific grade level standards as the expectation is that all students in standards as the expectation is that all students in Georgia schools are receiving appropriate instruction Georgia schools are receiving appropriate instruction related to GPS.related to GPS.

Course StandardsCourse Standards Use same standards as corresponding general Use same standards as corresponding general

education courseeducation course• Choose standards that are relevant for the studentChoose standards that are relevant for the student

Teach standards at an Teach standards at an access access or or prerequisiteprerequisite skill level skill level IEP objectives should address skills needed to access the IEP objectives should address skills needed to access the

standardsstandards• Communication—receptive, expressiveCommunication—receptive, expressive• Cognitive skills e.g. counting, sorting, classification, etc.Cognitive skills e.g. counting, sorting, classification, etc.• Manipulation of materialsManipulation of materials

InstructionInstruction

RequirementsRequirements

For each Access course you must address at For each Access course you must address at least ONE standard.least ONE standard.

Collect documentation for each course to go in Collect documentation for each course to go in the Access Notebooks.the Access Notebooks.

Use grading rubric to assign grades in Use grading rubric to assign grades in Pinnacle.Pinnacle.

Mathematics –Adding PolynomialsMathematics –Adding Polynomials

MM1A2—Students will simplify and operate with radical expressions, polynomials, and rational expressions.c.Add, subtract, multiply, and divide polynomials

Pre-requisite skill—substituting values into expressions

But what if you need to make S’Mores for 3 friends?

3(2x) + 3(3y) + 3(1z) = 3 S'Mores!

=6

=3

=9

Mathematics materials created by Kayse Harshaw, GaDOE,2008

Math IMath I

MM1A1. Students will explore and interpret the MM1A1. Students will explore and interpret the characteristics of functions, using graphs, tables, and characteristics of functions, using graphs, tables, and simple algebraic techniques.simple algebraic techniques.

h. h. Determine graphically Determine graphically and algebraically whether a and algebraically whether a function has symmetryfunction has symmetry and whether it is even, odd, or and whether it is even, odd, or neither. neither.

Symmetrical Symmetrical

Print and laminate for each student. Created by Janice Pickett, Bibb County

Work Page

Function Function

Mathematics I Mathematics I Access to Consumer EconomicsAccess to Consumer Economics Access to Food, Nutrition, and WellnessAccess to Food, Nutrition, and Wellness

Or, Or, ffx=xx=xMath: 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 y—the money you get out of the machineConsumer 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?

US History: Benjamin FranklinUS History: Benjamin FranklinAnd Self-DeterminationAnd 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.

Ben Franklin—US History –Kayse Harshaw, GaDOE

No!

Do Do Something!Something!

BeBeSomeone!Someone!

Ben Franklin—US History & Self Determination–Kayse Harshaw, GaDOE

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?

Resources for 10Resources for 10thth Grade Grade Access materials being developed summer of 2009 for the following courses:Access materials being developed summer of 2009 for the following courses:

Language ArtsLanguage Arts 23.06250 Access to 10th Grade Literature/Composition23.06250 Access to 10th Grade Literature/Composition

MathematicsMathematics 27.08250 Access to Mathematics II27.08250 Access to Mathematics II

Science:Science: 26.06150 Access to Environmental Science26.06150 Access to Environmental Science 40.01150 Access to Physical Science40.01150 Access to Physical Science

Social StudiesSocial Studies 45.08350 Access to World History45.08350 Access to World History 45.05750 Access to American Government/Civics (1/2 Credit)45.05750 Access to American Government/Civics (1/2 Credit) 45.06150 Access to Economics/Business/Free Enterprise (1/2 Credit)45.06150 Access to Economics/Business/Free Enterprise (1/2 Credit) 45.07150 Access to World Geography45.07150 Access to World Geography

These will be posted to the resource board by the beginning of the 2009-2010 These will be posted to the resource board by the beginning of the 2009-2010 school yearschool year

Where to find Access Course Where to find Access Course Activities Activities

http://admin.doe.k12.ga.us/gadoe/sla/agps.nsfhttp://admin.doe.k12.ga.us/gadoe/sla/agps.nsf

GA DOE site directionsGA DOE site directions 1. Go to 1. Go to www.georgiastandards.orgwww.georgiastandards.org 2.Click on "Teachers" on the orange home bar   2.Click on "Teachers" on the orange home bar   3. Scroll down and click on "3. Scroll down and click on "Special Education Services & SupportSpecial Education Services & Support

" in the middle of the page." in the middle of the page. 4. Click on right side of page  "4. Click on right side of page  "

Georgia Performance Standards (GPS) for Students with CognitiveGeorgia Performance Standards (GPS) for Students with Cognitive Disabilities Disabilities""

5. Scroll way down the page and click on  "5. Scroll way down the page and click on  "Access to the GPS: Access to the GPS: Electronic Resource BoardElectronic Resource Board "  " 

6. CLick on "6. CLick on "Free Registration InformationFree Registration Information " for instructions on " for instructions on getting a password.getting a password.

7. Click on "7. Click on "Resource Board Website Resource Board Website " to go to Log-in site once " to go to Log-in site once you have  a password - bookmark this page to go directly to log-in you have  a password - bookmark this page to go directly to log-in site.site.

TimeTime Day 1:Day 1: Day 2: Day 2: Day 3:Day 3: Day 4: Day 4: Day 5: Day 5:

10-15 minutes10-15 minutesActivator Activator (Warm-Up(Warm-Up Prep for Lesson Prep for Lesson Outcomes; Review or Outcomes; Review or Preview)Preview)

Group Time- Who Group Time- Who is here, what is is here, what is today, what’s today, what’s today’s scheduletoday’s scheduleJB-daily weatherJB-daily weatherFB-Switch FB-Switch

Group Time- Who Group Time- Who is here, what is is here, what is today, what’s today, what’s today’s scheduletoday’s scheduleJB-daily weatherJB-daily weatherFB-Switch FB-Switch

Group Time- Who Group Time- Who is here, what is is here, what is today, what’s today, what’s today’s scheduletoday’s scheduleJB-daily weatherJB-daily weatherFB-Switch FB-Switch

Group Time- Who Group Time- Who is here, what is is here, what is today, what’s today, what’s today’s scheduletoday’s scheduleJB-daily weatherJB-daily weatherFB-Switch FB-Switch

Group Time- Who is Group Time- Who is here, what is today, here, what is today, what’s today’s what’s today’s schedulescheduleJB-daily weatherJB-daily weatherFB-Switch FB-Switch

15-20 Minutes15-20 MinutesExtension of Activator Extension of Activator (Connect to yesterday’s or (Connect to yesterday’s or today’s learning/collect today’s learning/collect work/introduce or reference work/introduce or reference Essential Question or Essential Question or standard; re-teach material in standard; re-teach material in a different way)a different way)

Standard: Standard: ELAALRL1ELAALRL1Unit review –Unit review – Vocabulary CardsVocabulary CardsUnique – October Unique – October monthly check monthly check point cardspoint cardsJB-Sitting in chairJB-Sitting in chair

Standard: Standard: SSEPF6SSEPF6Unit review –Unit review – Vocabulary CardsVocabulary CardsUnique – October Unique – October monthly check monthly check point cardspoint cardsJB-Sitting in chairJB-Sitting in chair

Standard: Standard: ELAALRL1ELAALRL1Unit review –Unit review – Vocabulary CardsVocabulary CardsUnique – October Unique – October monthly check monthly check point cardspoint cardsJB-Sitting in chairJB-Sitting in chair

Standard: Standard: SSEPF6SSEPF6ELA11LSV1ELA11LSV1 Unit review –Unit review – Vocabulary CardsVocabulary CardsUnique – October Unique – October monthly check monthly check point cardspoint cardsJB-Sitting in chairJB-Sitting in chair

9:00- Music9:00- Music

This allows you to hit the students IEP goals and objectives, GPS standards, and the new

Evaluation system that is currently being used in Cobb.Period 1

35-40 Minutes35-40 MinutesLesson Activities:Lesson Activities:Introduce content/skills of the Introduce content/skills of the day day (Group work, teacher lecture, (Group work, teacher lecture, lab, math problems, writing, lab, math problems, writing, assessment, etc.)assessment, etc.)

Group 1 – DT Group 1 – DT Trainer/Classroom Trainer/Classroom SuiteSuiteJB-Computer JB-Computer DevicesDevicesGroup 2- Group 2- Who has Who has a Pet?a Pet?Unique: Lesson 1/2Unique: Lesson 1/2(ELALSV1)(ELALSV1)FB-Respond to FB-Respond to storystoryGroup 1- Group 1- Who has Who has a Pet?a Pet?Unique: Lesson 1/2 Unique: Lesson 1/2 (ELALSV1)(ELALSV1)Group 2 – DT Group 2 – DT Trainer/Classroom Trainer/Classroom SuitesSuitesFB-Switch FB-Switch

Group 1 – DT Group 1 – DT Trainer/Classroom Trainer/Classroom SuiteSuiteJB-Computer JB-Computer DevicesDevicesGroup 2- Group 2- Who has Who has a Pet?a Pet?Unique: Lesson 1/2Unique: Lesson 1/2(ELALSV1)(ELALSV1) FB-Respond to FB-Respond to storystoryGroup 1- Group 1- Who has Who has a Pet?a Pet?Unique: Lesson 1/2Unique: Lesson 1/2(ELALSV1)(ELALSV1)Group 2 – DT Group 2 – DT Trainer/Classroom Trainer/Classroom SuitesSuitesFB-Switch FB-Switch

Group 1 – DT Group 1 – DT Trainer/Classroom Trainer/Classroom SuiteSuiteJB-Computer JB-Computer DevicesDevicesGroup 2- Group 2- Who has Who has a Pet?a Pet?Unique: Lesson 1/2Unique: Lesson 1/2(ELALSV1)(ELALSV1) FB-Respond to FB-Respond to storystoryGroup 1- Group 1- Who has Who has a Pet?a Pet?Unique: Lesson 1/2 Unique: Lesson 1/2 (ELALSV1)(ELALSV1)Group 2 – DT Group 2 – DT Trainer/Classroom Trainer/Classroom SuitesSuitesFB-Switch FB-Switch

Group 1 – DT Group 1 – DT Trainer/Classroom Trainer/Classroom SuiteSuiteJB-Computer JB-Computer DevicesDevicesGroup 2- Writing Group 2- Writing ExperienceExperienceThe Giving TreeThe Giving TreeUnique: Lesson 16Unique: Lesson 16(ELA11W1)(ELA11W1) FB-Respond to FB-Respond to storystoryGroup 1- Writing Group 1- Writing ExperienceExperienceThe Giving TreeThe Giving TreeUnique: Lesson 16Unique: Lesson 16(ELA11W1)(ELA11W1)Group 2 – DT Group 2 – DT Trainer/Classroom Trainer/Classroom SuitesSuitesFB-Switch FB-Switch **Bring back whole **Bring back whole group to review group to review lesson.lesson.

9:45- Speech9:45- Speech

Example of Lesson Plan

10-15 minutes10-15 minutes Summarizer/FormativSummarizer/Formative Assessment:e Assessment:Exit strategy, Sum it Up, Exit strategy, Sum it Up, Check for Understanding, Check for Understanding, end of class quick end of class quick assessment, written response, assessment, written response, summarizing strategy, ticket summarizing strategy, ticket out the door, etc.out the door, etc.

Bring back whole Bring back whole group to review group to review lesson.lesson.Retell story and Retell story and identify vocabulary identify vocabulary by sorting and/or by sorting and/or matching.matching.JB- participate with JB- participate with ACC device and sit ACC device and sit with groupwith groupNG- group activityNG- group activity

Bring back whole Bring back whole group to review group to review lesson.lesson.Retell story and Retell story and identify vocabulary identify vocabulary by sorting and/or by sorting and/or matching.matching.JB- participate with JB- participate with ACC device and sit ACC device and sit with groupwith groupNG- group activityNG- group activity

Checkpoint Checkpoint Understanding- Content Understanding- Content understandingunderstanding*Unique Assessment of *Unique Assessment of comprehensioncomprehensionJB- participate with JB- participate with ACC device and sit ACC device and sit with groupwith groupNG- group activityNG- group activity

Bring back as a whole Bring back as a whole group to review lesson.group to review lesson.Students will share their Students will share their writings of The Giving writings of The Giving Tree.Tree.JB- participate with JB- participate with ACC device and sit ACC device and sit with groupwith groupNG- group activityNG- group activity

9:45 Speech9:45 Speech

Important to include opportunities for students to:Participate in acceleration, remediation or differentiation when appropriate.- Story read to

student by teacher & or computer. Tactile support, visual support, hand over hand supportExperience different types of assignments- use of technology as needed for assignmentsMove around (getting into groups, learning stations, as part of an activity)- students work one

on w/ teacher and para and in small groupsEngage in student-centered work- small group allows for constant student centered workEnhances learning with technology- Use of Boardmaker, Techtalk, Classroom Suite, Gotalk 9,

switches, 2 button Cheaptalk, Smartboard

RESOURCES:RESOURCES:News2YouNews2Youhttp://www.news-2-you.com/index.aspxhttp://www.news-2-you.com/index.aspx

Unique Learning SystemUnique Learning Systemhttp://www.uniquelearningsystem.com/Default.aspxhttp://www.uniquelearningsystem.com/Default.aspx

Classroom Suite resources:Classroom Suite resources:http://aex.intellitools.com/main.phphttp://aex.intellitools.com/main.php

DOE Resource BoardDOE Resource Boardhttp://admin.doe.k12.ga.us/gadoe/sla/agps.nsfhttp://admin.doe.k12.ga.us/gadoe/sla/agps.nsf

Special Education Support BlogSpecial Education Support Bloghttp://www.pickettsmill.typepad.com/pritchard/http://www.pickettsmill.typepad.com/pritchard/

Adapted Learning Resources for BoardmakerAdapted Learning Resources for Boardmakerhttp://www.adaptedlearning.com/MyHome.aspxhttp://www.adaptedlearning.com/MyHome.aspx

Cheers CardsCheers Cardshttp://www.drjean.org/html/monthly_act/act_2004/06_june/Cheers/cheers_pdf/Cheers01-08.pdfhttp://www.drjean.org/html/monthly_act/act_2004/06_june/Cheers/cheers_pdf/Cheers01-08.pdf

Power pointsPower pointshttp://www.pppst.com/http://www.pppst.com/

Focus Groups:Focus Groups:

Access GPS for ID students - Access GPS for ID students - High School  High School         Participants will become familiar with Participants will become familiar with

appropriate grade level standards and ways to appropriate grade level standards and ways to adapt them for meaningful participation and adapt them for meaningful participation and differentiated learning experiences for their High differentiated learning experiences for their High School ID students. School ID students.

Register on PL site soon.Register on PL site soon. First class - 11/19/09 – MJM Cafeteria Location of First class - 11/19/09 – MJM Cafeteria Location of

future classes to be determined at first meeting.future classes to be determined at first meeting.

Cheer CardsCheer Cardshttp://www.drjean.org/html/monthly_act/act_2004/06_june/06_2004_pdf.htmlhttp://www.drjean.org/html/monthly_act/act_2004/06_june/06_2004_pdf.html

Sign Language ApplauseSign Language Applause

Teach your children how to Teach your children how to applaud in sign language. They do applaud in sign language. They do so by raising both hands in the air so by raising both hands in the air and rotating them back and forth and rotating them back and forth quickly.quickly.