Implementing DPAS II r in Special
Schools and Programs:
Lessons Learned
Linda Rogers
1
Agenda
• Access to the general education curriculumWHY?
• Grade Band Extensions (GBEs)
How are they related to the Common Core and
State Standards?
• DPAS II Special Schools Look-fors
KWL Activity
• What do you already KNOW about DPAS II use
in Special Schools? What do you want to
know?
KNOW
WHAT you WANT
to KNOW
What we have
LEARNED
Access to the general education
curriculum: WHY?
– Legal Rationale
– Civil Rights Rationale
– Philosophical/Ethical Rationale
Rationale :
– Legal Background
• IDEA requires access to the general education curriculum
including participation and progress related to the
curriculum.
• ESEA requires assessment based on the grade-level
standards for all students.
Supporting Arguments:
– Civil Rights Background: Attendance,
participation and active engagement in
public education
– PL 94 –142 (1975) opened the door for
opportunity and participation in educational
programs.
– To not have access to the general education
curriculum is in violation of the Right
Human Perspective
MISUNDERSTANDINGS
• Intelligence is something that can be reliably measured
• Students with intellectual disabilities have a low level of
intelligence and cannot learn as much in the general
education classroom
• They will not gain knowledge when they participate in
the general curriculum
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Changing our paradigm about
students’ competence is necessary to
promote their highest achievement,
their valued membership in our
schools, and their post-school success .
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GBEs and Supporting Materials
• Provide targets for scaffolding academic
instruction for students participating in the
alternate assessment
• Used for development of tests items in
alternate assessment design
• Grade Band Extension guides and Companion
Guides are available for ELA; Math; Science,
and Social Studies
Topic
Domain
Standard
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Domain
Cluster Heading
Standard
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GBE Companion Guide
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Activity
• What do you currently see happening in classrooms?
• Is there a balance between functional and academic
curriculum?
• How can you support your entire school aligning
activities to the GBEs?
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DPAS IIr in Special Schools
Component 1: Preparation and Planning
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1b.Designing Coherent •
Instruction
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 Learning activities •
 Inst. materials &
•
resources
 Inst. groups
 Lesson & unit
structure
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Activities need to reflect lesson objectives
Differentiated activities for student learning styles
Designed so students can answer essential questions
Differentiated materials based on student needs
Structure is defined by time: Beginning, Middle, End
Materials ready
Grouping based on activities, needs
Building upon skills- where they are and where you
want them to be
Lessons are building on each other
Coherent groupings of students
Lessons match what you are teaching
Can someone pick up your lesson plans and know what
to teach?
Activity
• Review the lesson plan templates
• Are any of these approaches “do-able” in your
school or district?
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DPAS IIr in Special Schools
Component 2: Classroom Environment
2c. Creating an
Environment to
Support Learning
-Teacher interaction
with students
-Student interaction
with other students
-Importance of the
content
-Expectations for
learning &
achievement
-Student pride in work
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•
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•
•
•
•
•
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•
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Positive learning environment
Engaging activities
Positive praise, feedback
Cohesiveness
Clear consistent rules and modeling
Respect teacher/student, student/student
Environment represents a positive culture
Students assist each other/encourage each other
Positive interactions with peers and adults
Peer encouragement, helpers, modeling positive
behaviors
Essential Questions, interactive word walls posted
Student work is posted, pride in work
Students express excitement of achievement
High Expectations - instruction not watered down
Grade appropriate materials made accessible to
students
Activity
• Discuss possible evidence that you would “see” in
classrooms
• What possible evidence might you “hear” in
classrooms?
• What types of artifacts might be evident in the
classroom?
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DPAS IIr in Special Schools
Component 3: Instruction
• Activities and assignments are meaningful and
adapted
• EQ is asked in beginning of the lesson and at the
3a. Engaging Students
end to check for understanding
in Learning
• Spark interest/set mood
• Activities &
• Groups are conducive to learning- mixed grouping,
assignments
ability grouping
• Grouping of
• Activities differentiated
students
• Motivating materials that are meaningful and
• Instructional
appropriate
materials &
• Clear beginning, middle, and end
resources
• Fast paced-continuous
• Structure & pacing • Fluid transitions
of lesson
• Adapted materials
• Resources available during instruction
ACCESS Project Staff
• Center for Disabilities Studies (CDS), University of
Delaware
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Julie Bowers, Project Leader
Stephanie DeMayo, Instructional Coach
Judi MacBride, Training Coordinator & Family Liaison
Esley Newton, Instructional Coach
Sarah LeMonte, Graduate Assistant
Dara Lipschutz, Graduate Assistant
• Delaware Department of Education (DDOE)
– Sarah Celestin, ACCESS Program Manager
ACCESS Professional Development
• Statewide Trainings
– Introduction to the GBE’s (ELA and Math)
– Getting to Know the Science and Social Studies
GBEs
– GBEs and DCAS-ALT I for Paraeducators
• Specialty Trainings
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Adapted Books
Student Success Boxes
Literacy Based Unit Planning
Teacher Cohorts and Model Units
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Future Plans for ACCESS Project
• Expansion of ACCESS Project
– Expanded training on intro topics
– Standards-based IEPs
– Strategic Instruction Model (SIM)
– Communication Models
– Secondary Curriculum/Transition
Adapted Books
Creation of adapted books for each grade band
– Use of fiction and non-fiction based on
recommendations from LEAs and Common Core
suggested reading list
ELA Model Units
Math Model Units
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Adapted Materials
• Student Success Boxes
– Assisting teachers in physically adapting materials
ACCESS Website
www.deaccessproject.org
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Resources and Materials
Including Adapted Books
Professional Development
Information and Request Form
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Activity
• What curriculum materials or academic
resources are provided to your special schools
and programs?
• What district level personnel support
curriculum development in your special schools
and programs?
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KWL Activity
• What did we learn about how DPAS II
works in Special Schools and programs?
KNOW
WHAT you WANT
to KNOW
What we have
LEARNED