ERIC ED447655: Florida Course Descriptions: Exceptional Student Education, Grades 6-8, 1999 Revisions. Suggested Course Performance Objectives.

529 Pages·1999·7 MB·English

by  ERIC

DOCUMENT RESUME
ED 447 655
EC 308 144
Florida Course Descriptions: Exceptional Student Education,
TITLE
Grades 6-8, 1999 Revisions. Suggested Course Performance
Objectives.
Florida State Dept. of Education, Tallahassee. Bureau of
INSTITUTION
Instructional Support and Community Services.
ESE-10523
REPORT NO
PUB DATE
1999-00-00
NOTE
528p.; Funded under the Individuals with Disabilities
Education Act (IDEA), Part B. Developed by the Standards and
Curriculum for Students with Disabilities Project, through
the Center for Performance Technology, Florida State
University.
AVAILABLE FROM
Clearinghouse Information Center, Bureau of Instructional
Support and Community Services, Division of Public Schools
and Community Education, Florida Department of Education,
Room 622 Turlington Bldg., Tallahassee, FL 32399-0400. Tel:
850-488-1879; Fax: [phone]; e-mail:
[email protected]; Web site:
http://www.firn.edu/doe/commhome/.
PUB TYPE
Non-Classroom (055)
Guides
EDRS PRICE MF02/PC22 Plus Postage.
DESCRIPTORS
Academic Standards; Basic Skills; Career Education;
Competency Based Education; Course Descriptions; Curriculum
Development; Daily Living Skills; *Disabilities; Enrichment
Activities; Graduation Requirements; Intermediate Grades;
Junior High Schools; *Secondary School Curriculum; *Special
Education; *State Standards; *Student Educational
Objectives; Vocational Education
IDENTIFIERS *Florida
ABSTRACT
This document presents the full revised course descriptions
for Florida exceptional student education in grades 6-8. Courses incorporate
the Florida standards for a special diploma. Requirements include a list of
related benchmarks from the state standards for each level of functioning:
independent, supported, and participatory. Introductory material discusses
changes, and explains the sections of each course description, provides a
chart for determining levels of functioning, and explains the new course
performance objectives. Each course description includes a course header with
the subject area, course name and number, changes, and credits; major
concepts/content; any special notes such as legal requirements about the
intended student population; and course requirements. Courses are grouped
into categories:
(1) general academic (academic skills, advanced academics,
developmental skills);
(2) academic subject areas (language arts, reading,
communications, mathematics, science, health, social studies, career
education, and exploratory vocational);
(3) special skills (social personal,
unique skills, orientation and mobility, unique skills vision, and learning
(4) miscellaneous (visual and performing arts, music, and
strategies);
physical education).
(DB)
Reproductions supplied by EDRS are the best that can be made
from the original document.
FLORIDA COURSE
DESCRIPTIONS
Exceptional Student Education
Grades 6-8
1999 Revisions
Suggested Course Performance Objectives
U.S. DEPARTMENT OF EDUCATION
NATIONAL INSTITUTE OF EDUCATION
PERMISSION TO REPRODUCE AND
EDUCATIONAL RESOURCES INFORMATION
DISSEMINATE THIS MATERIAL HAS
CENTER (ERIC)
BEEN GRANTED BY
his document has been reproduced as
received from the person or organization
Duncan
originating it.
Minor changes have been made to improve
reproduction quality.
Points of view or opinions stated in this docu-
TO THE EDUCATIONAL RESOURCES
ment do not necessarily represent official NIE
INFORMATION CENTER (ERIC)
position or policy.
63
Florida Department _of
41171.1 -1°-
Education
www.firn.eduldoe
BESTCOPYAVAILAE3LE
This is one of many publications available through the Bureau of Instructional Support and
Community Services, Florida Department of Education, designed to assist school districts, state
agencies which support educational programs, and parents in the provision of special programs.
For additional information on this publication, or for a list of available publications, contact the
Clearinghouse Information Center, Bureau of Instructional Support and Community Services,
Division of Public Schools and Community Education, Florida Department of Education, Room
622 Turlington Bldg., Tallahassee, Florida 32399-0400.
ielephone: [phone]
FAX: [phone]
Suncbm: 278-1879
e-mail: [email protected]
website: http://www.flrn.edu/doe/commhome/
FLORIDA COURSE
DESCRIPTIONS
Exceptional Student Education
Grades 6-8
1999 Revisions
Suggested Course Performance Objectives
Florida Department of Education
Division of Public Schools and Community Education
Bureau of Instructional Support and Community Services
1999
Li
4
This product was developed by the Standards and Curriculum for Students with Disabilities Project,
through the Center for Performance Technology, Florida State University, funded by the State of Florida,
Department of Education, Division of Public Schools and Community Education, Bureau of Instruc-
tional Support and Community Services, through federal assistance under the Individuals with Disabili-
ties Education Act (IDEA), Part B.
Florida Department of Education
Bureau of Instructional Support and Community Services
Shan Goff, Chief
Debby Houston, Administrator, ESE Program Development and Services
Carol Allman, Supervisor, ESE Program Development and Services
Evelyn Friend, Program Specialist, ESE Program Development and Services
Copyright
State of Florida
Department of State
1999
Authorization for reproduction is hereby granted to the state system of public education as defined in
section 228.041(1), Florida Statutes. No authorization is granted for distribution or reproduction outside
the state system of public education without prior approval in writing.
TABLE OF CONTENTS
GRADES 6-8
Course Title
Course Number
Page
Overview
ACADEMICS - GENERAL
Academic Skills: 6-8
7855030
3
Previously Pre Academics: 6-8
53
Advanced Academics: 6-8
7855040
Developmental Skills: 6-8
7855050
65
- SUBJECT AREAS
ACADEMICS
Language Arts: 6-8
7810010
87
Reading: 6-8
7810020
113
Communications: 6-8
7810030
135
Mathematics: 6-8
7812010
153
Science: 6-8
7820010
175
Health: 6-8
7820020
191
Social Studies: 6-8
7821010
211
Career Education: 6-8 237
7821030
Exploratory Vocational: 6-8 265
7880010
Previously Pre-Vocational: 6-8
SPECIAL SKILLS COURSES
Social Personal: 6-8
281
7863000
Previous Course Number: 7821020
Unique Skills: 6-8
317
7863010
419
Orientation and Mobility: 6-8
7863060
Unique Skills Vision: 6-8
431
7863080
461
Learning Strategies: 6-8
7863090
MISCELLANEOUS
485
Visual and Performing Arts: 6-8
7801010
495
Music: 6-8
7813010
503
Physical Education: 6-8
7815010
Course Descriptions
Exceptional Student Education Grades 6-8
Suggested Course Performance Objectives
Florida has had statewide course descriptions for Exceptional Student Education
(ESE) since 1982-83. These descriptions were originally called curriculum
frameworks and were developed for courses for Grades 6-12 and Adult Education
Programs. The curriculum frameworks have been renamed "Florida Course
Descriptions." Many changes have been made to the organization and content of
these documents. The following provides a brief overview of those changes:
Courses incorporate the Sunshine State Standards for Special Diploma. The
content and requirements of the courses have been revised. Most requirements
include a list of related Benchmarks from the Sunshine Standards for Special
Diploma. Each Standard has benchmarks that describe the expectations for each
level of functioning: independent, supported, and participatory. For ease of
reference, the benchmarks are coded using an identification system that mirrors the
structure of the standards. Each domain, strand, standard, and benchmark has been
assigned a unique identification code. See the following example.
The student applies mathematical concepts and processes to
CL.B.3.1n.2
solve problems.
CL Curriculum and Learning Environment
Domain
Functional Academics
Strand
B
The student identifies and applies mathematical
Standard
3
concepts and processes to solve problems.
Independent
In
Level
The student applies mathematical concepts and
Benchmark
2
processes to solve problems.
Reduction in number of courses. Consistent with the efforts in the Department of
Education to reduce the number of courses managed by the State, the Bureau of
ESE
Instructional Support and Community Services has recommended that
89
school year. High school courses that duplicate
courses be deleted in the
1999-2000
courses for
requirements in comprehensive courses were deleted. A total of
84
and Adult Education for Exceptional Student Education remain.
Grades
6-12
All ESE courses repeatable. All courses are described as multi-credit or
repeatable courses. The specific requirements must be defined for each student on
an individual basis each year the student is enrolled in the course.
Name changes. In keeping with the "student first" philosophy, the names of
courses that reference specific exceptionalities have been revised to put the student
first. For example, "Special Skills for Autistic Students" has been renamed
"Special Skills for Students with Autism."
Names of some other courses have been revised to better reflect the content of each
course. A complete list of name changes is included in the Florida Course
Descriptions Table of Contents.
are new. They are:
New courses. Four courses for Grades
9-12
Preparation for Adult Postschool Living
Career Preparation
Career Experiences
Career Placement
6-8 and 9-12 companion courses. Courses addressing similar content in Grades
have been revised to be more consistent. For Special Skills
and Grades
9-12
6-8
Courses, requirements are identical for both levels. In other cases, the language used
in the course requirements indicates a less complex type of knowledge for Grades
might be stated as "Demonstrate
For example, the requirement for Grades
6-8
6-8.
might be stated as
awareness..." while a similar requirement for Grades
9-12
"Demonstrate knowledge" or "Demonstrate understanding."
The Suggested Course Performance Objectives are similar for companion courses
This overlap provides greater flexibility in the use of
in both Grades
and
6-8
9-12.
the courses to better meet individual needs of students. Within a Course
Requirement, the objectives are generally listed from simple to complex or by
specific categories to help identify scope and sequence.
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8
Sections of a Course Description
Course Header
Florida Department of Education
provides the subject area, course name
COURSE DESCRIPTION'- GRADES 9-12, ADULT
and number, including any changes, and
Subject Area
Academics: Subject Areas
information about credits.
Course Number:
7910110
Course Title:
English: 9-12
Previous Course Title:
Applied English: Comprehensive
Multiple
Credit:
A.
Major Concepts/Content The purpose of this course is to
Section A.
provide instruction in knowledge and skills of English to
enable students with disabilities to function at their highest
Major Concepts/Content provides
levels and prepare to participate effectively in post-school
adult living and the world of work.
a statement of the purpose of the course
and a list of the course topics or
The content should include, but not be limited to, the
following:
content. The requirement to integrate
reading comprehension and vocabulary
-
Sunshine State Standards and the Goal
listening and speaking skills
-
writing
-
3 Student Performance Standards of the
language usage
-
Florida System of School Improvement
literature
-
study skills
-
and Accountability, as appropriate for
reference skills
-
individual students in the course, is also
applications in daily life
-
applications in the workplace
-
noted here.
This course shall integrate the Sunshine State Standards and
Goal 3 Student Performance Standards of the Florida System of.
School Improvement and Accountability as appropriate to the
individual student and to the content and processes of the
subject matter. Students with disabilities shall:
Section B.
CL.A.I.In.I
complete specified Sunshine State Standards
with modifications as appropriate for the
Special Note
individual student.
provides specific information about a
Special Note. This entire course may not be mastered in one
B.
year. A student may earn multiple credits in this course. The
course, such as legal requirements, the
particular course requirements that the student should master
to earn each credit must be specified on an individual basis.
intended student population, or
Multiple credits may be earned sequentially or
simultaneously.
suggested instructional activities.
This course is primarily designed for students functioning at
independent levels, who are capable of working and living
independently and may need occasional assistance: Three
levels of functioning, independent, supported, and
participatory, have been designated to provide a way to
differentiate benchmarks and course requirements for students
Section C.
with diverse abilities. Individual students may function at one
level across all areas, or at several different levels, depending
Course Requirements
on the requirements of the situation.
This course may also be used to accommodate the range of
were formerly called "Course
abilities within the population of students with disabilities.
The particular benchmark for a course requirement should be
Outcomes." Beneath each requirement,
selected for individual students based on their levels of
functioning and their desired post-school outcomes for adult
the relevant Benchmarks from the
living and employment specified in the Transition Individual
Sunshine State Standards for Special
Educational Plan.
Diploma are listed. Course
C. Course Requirements. These requirements include, but are not
limited to, the benchmarks from the Sunshine State Standards
requirements generally state that
for Special Diploma that are most relevant to this course.
Benchmarks correlated with a specific course requirement may
students will demonstrate
also be addressed by other course requirements as appropriate.
Some requirements in this course are not fully addressed in the
understanding or apply skills and
Sunshine State Standards for Special Diploma.
strategies. This wording does not limit
After successfully completing this course, the student will:
the ways that students could indicate
Demonstrate understanding of functional and basic
1.
vocabulary (e.g., survival words, frequently used words,
mastery of a particular requirement.
key concepts, task-related terms, abbreviations,
acronyms).
identify and locate oral, print, or visual
CL.B.1.1n.1
information for specified purposes.
interpret and use oral, print, or visual
CL.B.1.1n.2
information for specified purposes.
vil
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Levels of Functioning. To maintain alignment with the Sunshine State Standards
for Special Diploma, the three levels of functioning, independent, supported, and
participatory, are used in the courses. In Section A. Major Content/Concepts, the
purpose of the course may describe the specific level, for example, " ...for students
functioning at independent levels," or indicate that the course requirements may be
appropriate for students at diverse levels. The Benchmarks listed with the
requirements indicate multiple levels as appropriate.
Section B of the Course Description includes a description of the three levels of
functioning.
Three levels of functioning, independent, supported, and participatory, have
been designated to provide a way to differentiate benchmarks and course
requirements for students with diverse abilities. Individual students may
function at one level across all areas, or at several different levels, depending
on the requirements of the situation. Students functioning at independent
levels are generally capable of working and living independently. Students
functioning at supported levels are generally capable of living and working
with ongoing supervision and support. Students functioning at participatory
levels are generally capable of participating in major life activities and require
extensive support systems.
The courses are designed to accommodate the diverse needs of students with
disabilities. More information about levels of functioning is included in the next
section of this guide. In general, one or more levels of functioning are included
in the course requirements and the correlated benchmarks for the Sunshine State
Standards for Special Diploma. You may adapt requirements and objectives, if
needed, to provide for students functioning at levels different from those
designated in the courses.
On the following pages, a complete list of courses is provided with the level(s)
of functioning indicated for each course.
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