Trellising™
The term “Trellis™” describes a process designed to support children who are functioning below grade-level standards. The teacher assesses the student and determines the appropriate standard for instruction. Some form of “Trellising™” is essential for helping special education students attain the ability to function at grade-level standards.
Trellising™ a standard cannot be accomplished without assessment and appropriate goals and objectives/benchmarks, including the following steps:
- Review assessment results:
- Eligibility criteria assessments for special education students
- Interim assessments aligned to standards
- Consider the student’s current grade-level standard first. Differentiate the standard so the student can access grade level standards and materials.
- If that standard is too low, then Trellis™ up to the next grade level. On the other hand, if the standard is too high, Trellis™ down one grade level.
- In some cases you might need to Trellis™ down more than one grade level.
- After carefully reviewing the standard in need, decide if the standard needs “unlocking.”
- Unlock a standard, as necessary. Each standard is loaded with goal potential. The teacher decides whether the student can master the entire standard within a year, or only part of a standard within a year.
The following standard domain has been “Trellised™” to show how standards build on each other. The number in front of each standard designates the grade level.
Trellising™ Sample Writing
1.0 Writing strategies Evaluation and Revision
| 9.1.9 Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the context. |
| 8.1.6 Revise writing for word choice; appropriate organization; consistent point of view; and transitions between paragraphs, passages, and ideas |
| 7.1.7 Revise writing to improve organization and word choice after checking the logic of the ideas and the precision of the vocabulary. |
| 6.1.6 Revise writing to improve the organization and consistency of ideas within and between paragraphs. |
| 5.1.6 Edit and revise manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying and rearranging words and sentences. |
| 4.1.10 Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text. |
| 3.1.4 Revise drafts to improve the coherence and logical progression of ideas by using an established rubric. |
*Note the underlined portions at each grade level standards above.
This particular strand, Evaluation and Revision, shares common
requirements (e.g., revise writing to improve word choice).
Teachers are encouraged to remain on grade level or as close to
grade level as possible when developing goals on the IEP.