Standards-Based Instruction for Students with Significant Disabilities
Spring 2014 - University of Montana
Instructor:
Dr. Gail McGregor
Phone:
(406) 243-2348
Office Hours:
By appointment. Please contact me and we will schedule a time to
meet, talk on the phone, videoconference, or “chat” online.
Mailing
Address:
University of Montana
Rural Institute
52 Corbin Hall
Missoula, MT 59812
Fax:
243-4730
E-Mail:
gail.mcgregor@mso.umt.edu
Class Web
Site:
http://ruralinstitute.umt.edu/SBIEP
Course Description: This course focuses on the concept of standards-based instruction for
ALL students by examining this practice within programs developed for students who have
significant cognitive disabilities. The educational foundation for this shift of practice is the goal
of the Common Core State Standards (CCSS) that all students leave school College and Career
Ready. We will explore this goal as it applies to students with significant cognitive disabilities,
and then look at the standards-based instruction that contributes to this outcome. The
instructional methods and resources of the National Center and State Collaborative developed to
support teachers in implementing this type of instruction will be introduced. Finally, the logical
extension of this practice - incorporation of standards-based instruction in student IEPs - will be
addressed.
Course Outcomes: At the end of this course, you will be able to do the following:
1. Describe major changes in practices involving students with significant cognitive
disabilities that are currently emerging and the impact of these shifts may have on postschool options.
2. Describe the general approach that is recommended to teach core curriculum to students
with significant cognitive disabilities.
1
3. Identify at least three resources from the National Center and State Collaborative that a
teacher would find useful in planning and delivering standards-based instruction to
students with significant cognitive disabilities.
4. Describe how the writing of standards-based IEPs supports this process.
Required Readings: In keeping with the Fair Use copyright guidelines for education, it is
permissible for each class member to download a single copy of the assigned readings for
educational purposes. An alphabetical list of the readings for this class is provided below. The
Course Schedule tells you when readings as assigned.
Ayres, K. M., Lowrey, K. A., Douglas, K. H., & Sievers, D. (2011). I can identify Saturn but I
can’t brush my teeth: What happens when the curricular focus for students with severe
disabilities shifts. Education and Training in Autism and Developmental Disabilities,
46(1), 11-21.
Cortiella, C. (2008). Understanding the standards-based IEP. Advocacy Brief, National Center
for Learning Disabilities.
Courtade, G., Lingo, A. S., Karp, K. S., & Whitney, T. (2013). Shared story reading: Teaching
mathematics to students with moderate and severe disabilities. Teaching Exceptional
Children, 45(3), 34-45.
Courtade, G., Spooner, F., Browder, D., & Jimenez, B. (2012). Seven reasons to promote
standards-based instruction for students with severe disabilities: A reply to Ayres,
Lowrey, Douglas, & Sievers (2011). Education and Training in Autism and
Developmental Disabilities, 47(1), 3-13.
Griffin, C., Owens, L., Roberts, K., Nord, D.,& Gaylord, V. (Eds.). (Winter/Spring 2012).
Impact: Feature Issue on Supporting New Career Paths for People with Intellectual
Disabilities, 25(1). Minneapolis: University of Minnesota, Institute on Community
Integration. Retrieved online at: http://ici.umn.edu/index.php?products/view/467.
Hock, M. (2000). Ten Reasons Why We Should Use Standards in IEPs. In CASE, 5-7.
Hudson, M. E., Browder, D., & Wakeman, S. (2013). Helping students with moderate and
severe intellectual disability access grade-level text. Teaching Exceptional Children,
45(3), 14-23.
Saunders, A. F., Bethune, K. S., Spooner, F., & Browder, D. (2013). Solving the common core
equation. Teaching mathematics CCSS to students with moderate and severe
disabilities. Teaching Exceptional Children, 45(3), 24-33.
2
Saunders, A. F., Spooner, F., Browder, D., Wakeman, S., & Lee, A. (2013). Teaching the
common core in English Language Arts to students with severe disabilities. Teaching
Exceptional Children, 46(2), 22-33.
Weir, C., Fialka, J., Timmons, J., Nord, D., & Gaylord, V. (Eds.). (Autumn/ Winter 2010/2011).
Impact: Feature Issue on Postsecondary Education and Students with Intellectual,
Developmental and Other Disabilities 23(3). Minneapolis: University of Minnesota,
Institute on Community Integration. Retrieved online at:
http://ici.umn.edu/index.php?products/view/146.
Course Schedule:
This is a 5 week online course. The weeks begin on Monday and goes through Sunday. sThe
topics and activities for each unit are summarized in the course schedule below.
Week
Class Topics/Activities/Related Projects
Supporting
Readings/Videos
1
January 20 –
January 26, 2014
Changing Perspectives, Changing Practices,
Brighter Futures
 Change in the educational setting
 Curricular changes for students with
significant cognitive disabilities
 New employment and post-secondary
options
Ayres et al., 2011;
Courtade et al., 2012;
Griffin et al., 2013;
Weir et al., 2011/2012
2
January 27 –
February 2, 2014
Introduction to NCSC
$ Montana’s participation
$ “What to Teach” resources
$ “How to Teach” resources
NCSC webinars
3
February 3 –
February 9, 2014
Teaching Core Curriculum: ELA
$ Strategies to adapt text
$ A Six Step Process
$ Examining Two Examples
NCSC Materials;
Hudson et al., 2013;
Saunders, Spooner,
Browder, Wakeman &
Lee, 2013
3
Week
Class Topics/Activities/Related Projects
Supporting
Readings/Videos
4
February 10 –
February 16,
2014
Teaching Core Curriculum: Mathematics
$ National trends in adopting standards-based
IEPs
$ Steps in developing IEPs, when referenced
to standards
$ Standards-based IEP examples
Project 1
NCSC materials;
Courtade et al., 2013;
Saunders, Bethune,
Spooner & Browder,
2013
5
February 17 –
February 23,
2014
Supporting Curricular Access with
Standards-Based IEPs
$ Lessons learned from the past
$ Effective strategies
$ Benefits of inclusion
Action Planning Discussion Response
Cortiella, 2008;
Hock, 2000;
Holbrook, 2007;
Course Requirements: The course requirements for participants taking this class for two
graduate credits are listed below. The expectation is that you will complete all projects and
course activities, worth a maximum of 75 points. The distribution of these points across class
activities and due dates are identified below. The criteria for grading is provided after the table.
If you are taking this course for OPI Renewal Units, the number of Renewal Units associated
with each activity is displayed in the table below. If you do not complete one or more activities,
that associated number of renewal units will be deducted from the total you are awarded at the
end of the class.
Activity/Project
Due Date
Online interaction and threaded discussions: This
activity represents the “heart” of the class. The topics we
are covering represent a substantial shift in thinking about
the practices and roles of special educators and require
some discussion and processing. Talking issues through
with colleagues is valuable!
Weekly
4
Points/Renewal
Units Possible
30 pts (6 pts/week)
15 Renewal Units
(3 RU/week)
Points/Renewal
Units Possible
Activity/Project
Due Date
Project 1: Designing Instruction to Teach a GradeLevel Core Curriculum Skill. This is required for those
taking this course for two graduate credits. It is optional
for those taking this for renewal units only. Following
examples provided, you will share or create a PLAAFP
statement for a student with a significant cognitive
disability in Math or Reading, develop one Measurable
Annual Goal in this content area, and describe the
approach you would use to teach this skill. You are
welcome to collaborate with another person in this class
and/or a school colleague to “think through” this process,
as this is what I hope happens in real life!!
2/17/14
40 pts
4 Renewal Units
Next Steps: This last “project” is actually a post on the
discussion board. You will be asked to share “next
steps” you have identified to support the goal of
improving access to standards-based instruction for
students with disabilities in whatever role you are in.
2/23/14
5 pts
1 Renewal Unit
Total Points Possible:
Total Renewal Units Possible:
75
20
Grading: The grading system at The University of Montana includes “+” and “-“. The total
points associated with final grades are as follows.
A
AB+
=
=
=
71 - 75
68 - 70
65 - 67
B
BC+
=
=
=
62 – 64
60 - 61
58 - 59
C
CD+
=
=
=
55 - 57
52 - 54
50 - 51
5
D
DF
=
=
=
47 - 49
45 - 46
0 - 44