OMNIE - Ohio Masters Network Initiatives in Education

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	Ohio Academic Content Standards Submitted by Susan Givler - givlersk@ucmail.uc.edu Bio & Photo Kathy Staugler - kstaugler@gmail.com Bio & Photo Ann Slone - Manager - ann.slone@hcesc.org Introduction Managing the Content Standards for Student Success Introduction to Academic Content Standards 2010 Revisions to Ohio's Academic Content Standards Terms Defined by Ohio Department of Education Historical Views of Academic Content Standards for Students with Low Incidence Disabilities Definitions Regarding Education of Students With Significant Disabilities What are low incidence disabilities? What are significant cognitive disabilities? What is Alternate Assessment? Ohio Academic Content Standards Language Arts Standards K-12 Chart of Language Arts Skills for Each Language Arts Standard Progression of Language Skills Expectations from Grade to Grade Standard 1: Phonemic Awareness, Word Recognition and Reading Fluency Standard 2: Acquisition of Vocabulary Standard 3: Reading Process-Comprehension Standard 4: Reading Application -Informational, Persuasive, etc. Standard 5: Reading Application-Literary Text Standard 6: Writing Process-Develop Drafts, Revisions and Edits Standard 7: Writing Application- Narratives, Letters, Informational, Persuasive Standard 8: Writing Conventions-Spelling, punctuation, grammar Standard 9: Research-Planning , Organizing, Resources Standard 10: Oral/Visual Communication: Listening and speaking Social Studies Standards K-12 Science Standards K-12 Math Standards K-4 Instructional Implications for Students with Significant Cognitive Disabilities Instructional Targets for Students with Significant Cognitive Disabilities Designing Standard-Based Instructional Activities for Students with Significant Disabilities Communication, Language and Literacy Language and Literacy Linking Students with the Most Significant Disabilities To Meaningful Standards-Based Tasks Questions and Answers What are Academic Content Standards, curriculum and curriculum maps? Where do SLPs fit into this content/process picture? What are language underpinnings? Where do I begin? What do I need to consider in Curriculum–Relevant Therapy? How do I keep a therapeutic focus? How can I find out what the student is working on in the classroom? What materials can I use to support the academic content standards when doing articulation therapy? How can I connect language skills to the content standards? Won't students with significant cognitive disabilities miss out on learning functional life skills if they are participating in academic content learning? Does research show that students with significant cognitive disabilities learn best with a sight word approach to reading? What types of emerging communication response modes can be trained to enable students with significant cognitive disabilities to participate in learning activities? What are some ways to present materials when expecting a communicative response from a student with only emerging communication modes? How does the SLP fit into this content/process for students with significant disabilities? Resources and Tools Bloom’s Taxonomy Probing a Student’s Knowledge of the Language of a Textbook Literacy and Communication: Presentation for Teachers, Administrators, Parents, Community Assessment Guides for Language Arts Content Standards K-4 HCESC Standards-Based Communication Skills Checklists PK-12 Navigating the Alignment Guide to the Ohio Academic Content Standards Generic Curriculum Map Sample Lesson Plans ASHA Guidance on Alternate Assessment National Center on Educational Outcomes Report on Alternate Assessment Commercial Materials Websites Links to Websites Links to Ohio’s Content Standards in Nine Areas References