Unlocking the Standards
Standards are loaded with goal potential. Teachers need to carefully consider the entire standard and decide if the student needs all of a particular standard or only part(s) of the standard. An example of “unlocking” a standard follows.
Literary Response Analysis
Sentence Structure
5.1.1 Identify and correctly use prepositional phrases, appositives, and independent and dependent clauses; use transitions and conjunctions to connect ideas.
There are technically ten portions to this standard.
- Identify prepositional phrases
- Correctly use prepositional phrases
- Identify appositives
- Correctly use appositives
- Identify independent clauses
- Correctly use independent clauses
- Identify dependent clauses
- Correctly use dependent clauses
- Use transitions to connect ideas
- Used conjunctions to connect ideas
After careful assessment, you should be able to accurately identify the portion of a standard that needs to be addressed. Once a portion of a standard is identified as an area of need, the teacher can write the student’s goal and/or objectives.
In summation, unlocking the standards and Trellising™ the standards are key components to providing students with disabilities the opportunity to learn the general education curriculum. Again, teachers are encouraged to always teach the grade level standards, as appropriate, to ensure students with disabilities have access to the standards and succeed on the state assessments.