When the Individuals with Disabilities Education Act was reauthorized by Congress in 2004, it emphasized the concept of students with disabilities having access, involvement, and progression in the general education curriculum. But in order to achieve this, teachers may have to rethink the structure of the learning experiences they provide their students.
For some students the ability to access grade level curriculum may only require minor modifications and accommodations. For example, we need to keep in mind that 21st-century learners are now primarily visual learners. Simply adding a visual component to what we say in class can make a difference in a student’s ability to master a concept. The focus of this article, however, is on those students who need more than just some typical modifications and accommodations.
In order to have all students access grade level curriculum, teachers need to first look at standards and identify its focus or main concept. Once this is determined, you can decide how the material can be presented so a child can receive the information to the best of his or her ability. Finally, you need to settle on the best way to assess the child’s progress with the concept.
One place that teachers can look for guidance on how to modify curriculum is the N.J. Alternate Proficiency Assessment (APA), which can be accessed at www.state.nj.us/education/assessment/apa/. The APA is a portfolio-type assessment that is given to a small number of students with disabilities who are deemed unable to participate in the regular statewide assessment even with accommodations and modifications.
Using the CPI links of the APA
The APA has cumulative progress indicator (CPI) links for the grades and subject areas that are currently monitored through standardized assessment. Within each CPI link there are several ideas presented; the first is referred to as the essence of the CPI. The essence is the main concept or focus that the student must come away with after being engaged in learning. You’ll also find three types of links that are related to the CPI. They are called the matched link, near link, and far link. The matched link creates an objective that is closest to the essence of the CPI. The near link creates an objective that is related to the CPI but slightly further away from it than the matched link. The far link creates an objective that still touches on the essence of the CPI but is the furthest away from the actual indicator.
Here is an example of what a fourth-grade science standard and CPI look like in the APA manual:
Standard 5.5 Characteristics of Life: The study of science must include the diversity, complexity, and interdependence of life on Earth. Students should know how organisms evolve, reproduce, and adapt to their environments.
CPI 5.5.4A2--Differentiate between the need of plants and those of animals.
Essence of CPI: Understand that plants and animals have different needs.
Matched Link: Compare and contrast the needs of plants and animals (carbon dioxide/oxygen, water, light, shelter, etc.)
Near Link: Identify the needs of plants and animals.
Far Link: Classify organisms as plants or animals.
Your role is to find activities to show a student’s mastery of one of the above links. For the matched link, give students a Venn diagram and ask them to place a list of needs for plants and animals in the categories of just plants, just animals, or both. After completing the diagram students could then complete the statements “Plants and animals are alike because ______” and “Plants and animals are different because ______.” For the near link students could be asked to take a list of needs and circle ‘yes’ if it relates to plants or animals and ‘no’ if it does not relate to plants or animals. Another activity would be for you to read a list of needs so students could write next to it plant, animal, or both. With the far link students could be asked to sort pictures of plants and animals under category headings.
Applying APA concepts to all curricula
The APA only provides these types of links for subject areas, grade levels, and curriculum standards that have standardized tests linked to them. But looking at a grade level standard and finding a matched link, near link, or far link that best suits a child’s abilities can be applied to all curriculum areas.
It may become easier to think of ways to develop different links to a CPI if teachers use Bloom’s Revised Taxonomy. The revised taxonomy starts with the notion of remembering a concept. Then it moves through the ideas of understanding, applying, analyzing, and evaluating information. Finally it ends with the idea of creating.
Here are some guidelines to consider when thinking of assignments. These are somewhat flexible and certain activities may actually fit two different links given the complexity of the activity. For a matched link you may want students to engage in the creating and evaluating process. Activities might involve having students compose, predict, choose, or decide. Near links may involve analysis or application activities. These assessments may ask students to compare and contrast, classify, or report. With the far link you may want students to simply remember and understand. The assignments for these links may require the students to identify, locate, or match. For an example of this strategy, see the sidebar.
You may find that this approach does not alter what you are teaching or how your lessons are formatted. The change comes with what we expect students to do with the information we have taught them, and that expectation may vary from student to student. You can teach a concept to all students but may ask students to complete different activities once the lesson is completed. After the lesson, students may be sent to work in groups with each group working on a different assignment based on what type of link you feel is appropriate for the students.
Examples of links and assignments
Fourth- grade social studies
Standard 6.1--Students will utilize thinking, problem solving, and research skills to maximize their understanding of civics, history, geography, and economics.
6.1.2.4.A.1. Explain how the present events are connected to the past.
Essence: How has the past influenced the present?
Matched link: Look at historical events and decide how past events have influenced present events.
Near link: Classify events as cause events or effect events.
Far Link: Sequence items that have evolved over time.
Activities
Matched link: Take historical events that have influenced each other and create a timeline. Then write about how earlier events influenced later events.
Near Link: Given a list of events, put them in either the cause category or effect category. Then match cause events to their effect events.
Far Link: Line up pictures of objects (phones, automobiles, homes, clothing, etc.) in order of how they looked in the past to how they look now.
High School English
Standard 3.2 Writing: All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
CPI
3.2.12C6. Use knowledge of Standard English conventions to edit own writing and the writing of others for correctness.
Essence of the CPI: Edit writing for grammar, usage, and spelling.
Matched Link: Edit writing for correct capitalization, run-on sentences and punctuation. Students must include commas and quotation marks.
Near Link: Edit writing for punctuation and correct capitalizations. Students must include proper nouns.
Far Link: Match proofreading marks with the meaning (e.g., ¶ = new paragraph).
Assignments
Matched Link: Given a piece of writing with no capitalization and punctuation, edit piece with proofreading marks. Piece will include dialogue and sentences needing commas.
Near Link: Given a piece of writing with no capitalization and punctuation, edit piece with proofreading marks. Piece will include names of people, places, and titles.
Far Link: Give students a sheet that lists symbols for proofreading marks on one side and meaning of marks on other side. Have them draw a line to match the mark to its meaning.
Heather DeLollis is a special education teacher in the Spotswood School District and is the 2009-10 Middlesex County Teacher of the Year. She has taught students with disabilities for the last 14 years in various settings and has worked with students ages three to 21. DeLollis has been involved with the Spotswood professional development committee for last three years and has presented workshops on exposing all students to grade level curriculum, applied behavioral analysis, and reading assessments. She holds one master’s degree as a reading specialist and another in educational administration and supervision. DeLollis can be reached at hdelollis@spotswood.k12.nj.us.