Standards Linking DTT and Academic Performance Standards

 

• Is this a Program that Works?
• How DTT Meets National U.S. Standards to Improve Instruction
• Linking DTT and Academic Performance Standards

Linking DTT and Academic Performance Standards

• Parallel Academic and DTT Standards in Reading and Writing
• Parallel Academic and DTT Standards in Mathematics
• Comparison of Academic and DTT Standards in Mathematics for Upper Elementary and Secondary Grades

In addition to competencies for social, emotional, and behavioral development, DTT includes many key competencies of reading, writing, and mathematics. For students in elementary school, both academic and DTT standards focus on achievement in reading, writing, speaking, listening, and numerical concepts. Applications to life experiences also are emphasized for both academic and developmental standards.

By the end of third grade (typically DTT Stage Three), academic achievement and developmental competencies have expanded students’ abilities from “learning to read” to “reading to learn.” Students have acquired a basic knowledge of multiplication, division of whole numbers, concepts of measurement, quantitative thinking, problem solving, reasoning, representation, connections, and communication.

DTT continues to expand reading, writing, communication, and mathematical applications in Stage Four for students in special education and for students in Stage Five no longer in need of intensive interventions.

Examples of how academic achievement standards are imbedded in DTT competencies are illustrated below. Specific academic standards for Georgia are used here, but similar comparisons can be made with academic expectations for other states. DTT items are identified by specific performance objectives from the DTT assessment instrument, the Developmental Teaching Objectives Rating Form - Revised (DTORF-R). For reference to specific DTORF-R item numbers and competency standards with performance examples refer to the CD-ROM that accompanies the 2007 textbook, Teaching Responsible Behavior.

Parallel Academic and DTT Standards in Reading and Writing

Examples of Standards for Kindergarten

Reading
Academic and corresponding DTT Stage Two reading standards (to age 6) focus on transition from oral literacy to written literacy during kindergarten.

Concepts of Print. Demonstrates knowledge of concepts of print.
Corresponding DTORF-R items for Cognition subscale:  12, 14, 21
 
Phonological Awareness. Demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken words.
Corresponding DTORF-R items for Communication subscale:  9, 11
Corresponding DTORF-R item for Cognition subscale:  14 
 
Phonics. Demonstrates the relationship between letters and letter combinations of written words and the sounds of spoken words.
Corresponding DTORF-R items for Cognition subscale:  30, 34
 
Fluency. Demonstrates the ability to read orally with speed, accuracy, and expression.
Corresponding DTORF-R item for Cognition subscale:  34
 
Vocabulary. Acquires and uses grade-level words to communicate effectively.
Corresponding DTORF-R items for Communication subscale:  9, 10
 
Comprehension. Gains meaning from orally presented text.
Corresponding DTORF-R item for Cognition subscale:  15
 
Writing
Basic Process. Begins to understand the principles of writing.
Corresponding DTORF-R items for Cognition subscale:  26, 27, 32

Listening/Speaking/Viewing
Basic Communication. Uses oral and visual skills to communicate.
Corresponding DTORF-R items for Communication subscale:  12, 13, 14
Corresponding DTORF-R item for Cognition subscale:  31

Examples of Standards for the Primary Grades

First Grade Reading
Concepts of Print. Demonstrates knowledge of concepts of print.
Corresponding DTORF-R item for Cognition subscale:  21
 
Phonological Awareness. Demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken words.
Corresponding DTORF-R item for Communication subscale:  14
 
Phonics. Demonstrates the relationship between letters and letter combinations of written words and the sounds of spoken words.
Corresponding DTORF-R items for Cognition subscale:  34, 36
 
Fluency. Demonstrates the ability to read orally with speed, accuracy, and expression.
Corresponding DTORF-R item for Cognition subscale:  34
 
Vocabulary. Acquires and uses grade-level words to communicate effectively.
Corresponding DTORF-R item for Communication subscale:  10
 
Comprehension. Uses a variety of strategies to understand and gain meaning from grade-level text.
Corresponding DTORF-R item for Cognition subscale:  39

First Grade Writing
Begins to demonstrate competency in the writing process.
Corresponding DTORF-R item for Cognition subscale:  36
 
Listening/Speaking/Viewing
Uses oral and visual strategies to communicate.
Corresponding DTORF-R items for Communication subscale:  19, 20
 
Second Grade
Comparisons are not presented here for second grade because both academic and DTT standards continue to expand students’ understanding and use of skills and concepts introduced previously.

Third Grade Reading
Fluency. Demonstrates the ability to read orally with speed, accuracy, and expression.
Corresponding DTORF-R item for Socialization subscale:  22

Vocabulary.  Acquires and uses grade-level words to communicate effectively.
Corresponding DTORF-R items for Cognition subscale: 10, 39, 47
Corresponding DTORF-R items for Communication subscale: 19, 20, 21, 22, 25, 26
 
Comprehension.  Uses a variety of strategies to understand and gain meaning from grade-level text.
Corresponding DTORF-R items for Cognition subscale: 37, 39, 41, 47, 51, 53

Third Grade Writing
Demonstrates competency in the writing process.
Corresponding DTORF-R items for Cognition subscale: 42, 44, 49
 
Conventions in Writing
Demonstrates understanding and control of the rules of the English language, realizing that usage involved the appropriate application of conventions and grammar in both written and spoken formats.
Corresponding DTORF-R item for Cognition subscale: 54
 
Listening/Speaking/Viewing
Uses oral and visual strategies to communicate.
Corresponding DTORF-R items for Cognition subscale: 38, 47
Corresponding DTORF-R items for Socialization subscale: 22, 24, 29, 32

Comparison of Academic and DTT Standards in Reading and Writing for Upper Elementary and Secondary Grades

If students achieve mastery through DTORF-R item 56 on the Cognition subscale (in Stage Four), they should be adequately prepared to achieve academic subject matter in the general education curriculum. However, some students may also require an additional focus on DTORF-R Cognition subscale items 57 through 62 (Stage Five) while working to meet academic standards.

Parallel Academic and DTT Standards in Mathematics

Examples of Standards for Kindergarten

Number and Operations. Correctly represent the number and order of objects using numbers and understanding quantity.
Corresponding DTORF-R items for Cognition subscale: 22, 25, 27, 29

Measurement. Explore quantitative situations involving distance, length, capacity, weight, time, and temperature.
Corresponding DTORF-R items for Cognition subscale: 10, 20, 23, 27, 30

Geometry. Recognize and name basic geometric shapes and spatial relations.
Corresponding DTORF-R items for Cognition subscale: 10, 20, 23, 26, 27, 30

Data Analysis. Pose questions and gather data about themselves and their surroundings.
Corresponding DTORF-R items for Communication subscale: 13, 14, 24, 27, 31

Process Skills. Apply mathematical concepts and skills in the context of authentic problems and understand concepts rather than merely following a sequence of procedures. Apply the process as a way of acquiring and using content knowledge.
Corresponding DTORF-R items for Cognition subscale: 20, 21, 23, 24

Examples of Standards for the Primary Grades

First Grade Mathematics
Number and Operations. Understand how to represent number; add and subtract small numbers.
Corresponding DTORF-R items for Cognition subscale: 35, 40, 45

Measurement. Measure basic quantitative attributes of concrete objects.
Corresponding DTORF-R item for Cognition subscale: 45

Geometry. Understand the concepts of basic geometric shapes and spatial relationships of concrete objects.
Corresponding DTORF-R items for Cognition subscale: 22, 25, 27, 29

Data Analysis. Pose questions, collect, organize, and interpret data about themselves and their surroundings.
Corresponding DTORF-R item for Cognition subscale: 41

Process Skills. Apply mathematical concepts and skills in the context of authentic problems and understand concepts rather than merely following a sequence of procedures. Use the process standards as a way of acquiring and using content knowledge.
 Corresponding DTORF-R items for Cognition subscale: 32, 45

Second Grade Mathematics
Content comparisons are not presented here for second grade because both academic and DTT standards continue to expand students’ understanding and use of concepts introduced previously.

Third Grade Mathematics
Number and Operations. Use decimal fractions and common fractions to represent parts of a whole. Understand the four arithmetic operations for whole numbers, use them in basic calculation, and apply them in problem solving situations.
Corresponding DTORF-R items for Cognition subscale: 46, 48, 50

Measurement. Understand and measure time and length. Model and calculate perimeter and area of simple geometric figures.
Corresponding DTORF-R items for Cognition subscale: 46, 50, 56

Geometry. Further develop understanding of characteristics of previously studied geometric figures.
Corresponding DTORF-R items for Cognition subscale: 46, 48, 56

Algebra. Understand how to express mathematical relationships.
Corresponding DTORF-R item for Cognition subscale: None*

Data Analysis. Gather, organize, and display data and interpret graphs. 
Corresponding DTORF-R item for Cognition subscale: None*

Process Skills. Apply mathematical concepts and skills in the context of authentic problems and understand concepts rather than merely following a sequence of procedures. Use process standards as a way of acquiring and using content knowledge.
Corresponding DTORF-R items for Cognition subscale: 48, 52, 56, 57, 60, 62

*NOTE: Students who have acquired mathematical competencies at this level are able to participate in the general education curriculum and no specific DTT interventions in mathematics are needed. For explanation, see also: Comparison of Academic and DTT Standards in Mathematics for Upper Elementary and Secondary Grades below.

Comparison of Academic and DTT Standards in Mathematics for Upper Elementary and Secondary Grades