welcome to week 9 of functional curriculum inclusion is an umbrella that keeps us dry when the...

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Welcome to Week 9 of Functional Curriculum

Inclusion is an umbrella that keeps us dry when the downpours of life occur." Linda S. Wallace

http://www.theculturalcoach.typepad.com/

Updates

May 25th- Instructional Plan for Communication Skills

June 1st- Instructional Plan for Academic Skills

June 8th- Implementation Plan (for one of the above)

Please check with me during the break concerning missing assignments.

Today’s Agenda

Review assignments/ upcoming Ecological Inventory/Assessment Report & Implementation Plan

Oregon Extended Assessment

Discuss academic instruction for students with significant disabilities

Writing objectives By March 7th, given a task analysis recording

form and a deadline to complete a task analysis, IEEP students will independently complete the steps of the TA assignments with 90% accuracy in 3 consecutive opportunities as measured by professor-made data sheet.

For multiple-step tasks give the number of correct/independent steps (usually want 100%) AND across how many opportunities (if not they have met criteria if they have done it only once)

Put how you will measure the skill as well.

Total Task Chaining Task analyze steps & measure baseline

performance Instruction begins by starting with the first

step in the chain and teaching each successive step in order until the chain of responses is completed

All steps that need instruction are taught in order and concurrently during each performance of the chained routine.

Reinforcement is given quickly after each response for corrections and improved performances, and again at the end of the chain.

Total Task Chaining for multiple-step behaviors

Successful with all sorts of chained tasks

Works best if the chain is not too long (chained tasks can be subdivided or a single training trial can be too lengthy).

Main advantage: all teaching opportunities are used (each step is taught each time) and the task is completed.

May produce faster learning than other chaining methods.

More natural approach than the other options

Forward ChainingBegin instruction by starting with the student

performing any learned steps in order up to the first unmastered response, at which point instruction occurs.

Remainder of chain completed by teacher or by student with assistance

Useful with many self-care routines and chained academic tasks (e.g., use of number line, telephone dialing, calculator use, etc.)

May be stigmatizing when assistance with unlearned part of the task is obvious…so think of how to do this and respect student’s dignity

Forward Chaining Recommendations Usually combined with prompting to teach

the target step, as well as shaping across the entire chain

May work better than total task for some learners who have multiple disabilities or for longer tasks

Replace with backward chaining when task has an especially reinforcing end.

Replace with total task if chain is performed less often; may want to switch to total task after half of the steps are learned.

Backward ChainingInstruction begins by helping the

student perform the entire chain up until the last step of the chain, at which point instruction occurs.

Useful with many self-care routines Advantage over forward chaining:

student is being assisted through the task, completes the task quickly, and gets reinforcement early in learning.

May also be stigmatizing, respect student’s dignity

Constant Time Delay (CTD)Commonly used to teach single, discrete behaviors such

as sight words and naming objects : ○ Attention Cue: “Get Ready”○ Task Direction: target stimulus + “read this”○ Delay period: Pause 4 to 5 seconds○ Effective Prompt: verbal, gestural, etc.

Prompt must have worked in the past/ know that prompt works

○ Ex: Teacher reading the sign followed by student imitating teacher’s words

First several trials use zero-second delay period to provide initial instruction○ Ex: “Read the sign” & immediately say “walk”

After initial trials, insert delay period

Progressive Time Delay Similar to CTD, but more effective for

students with severe disabilities Difference is: gradually increases the

time delay period between the direction and the prompt

Go from zero-second to 1-s (for several trails), then 2-s (for several trials, then 3-s, etc….

Peer Support PlanClass: American History, Ms. Alameda Student: ChrisPeers: Josh & Aaron

Typical Activities &

Routine

Expectations of all students

Needed adaptations/

supports

Roles of peers in providing

support

Whole-class instruction

Listen to lectures, answer questions, take

notes

C will receive guided notes from teacher;

sit in 1st 2 rows

Help C complete his notes, share

their notes, ask clarifying questions

Small group instruction

Read case studies & answer

application questions

Be a part of the same group as Josh & Aaron

Paraphrase aspects of

readings for C; make

connections to his experiences, prompt him to contribute to

discussion

Identifying “Big Ideas” in Curriculum Content for Students with Significant

Disabilities

Requires pre-planning on the part of teachers

Requires knowledge of the student (e.g., academic, communication, social, behavior, physical skills)

Requires collaboration among parents, educators, IEP team

Quick Review When designing a student’s

instructional program what should be determined first: placement OR objectives?

What should objectives be based on; and how do you go about assessing a

student with significant disabilities? What tools/process would you use to

help teachers/staff/ administrators see how a student’s IEP goals can be met in general education settings?

Oregon’s Extended Assessment

Alternate assessments designed specifically for students with significant cognitive disabilities.

Decision to administer is made by the IEP team Based on alternate achievement standards with

content that is reduced in depth, breadth, complexity,

test results from these assessments are not comparable to results achieved on the state’s general assessment

http://www.ode.state.or.us/search/page/?id=2691



Oregon Extended Assessment

Online there is an administration manual, FAQs for parents, scoring guides, sample tests.

Testing window is from February 17th, 2011 through April 28th, 2011.

A training and proficiency website is located at http://or.k12test.com.

This website is used by all assessors as part of the qualification process to become a Qualified Assessor (QA) or Qualified Trainer (QT).

Overview of Extended Assessment Subject areas of Reading, Writing, &

Science. Organized into 3 grade levels

Elementary (grades 3-5)Middle (grades 6-8)High (grade 11)

Mathematics- each grade (3rd -8th , & 11th ) has a unique test

Extended Assessment Format

2 administration formats provided for each grade level: Standard & Scaffold administration

Each test begins with a “Prerequisite Skills “ task

Followed by 10 content-level Tasks referred to as the “Content Prompts”.Each Content Prompt Task consists of

up to 5 test items.

IEP team decision-making General Assessment Standard Extended Assessment Scaffold Extended Assessment

General Assessment if…

Performs at or around grade level Difficulties primarily in reading,

but other subject areas fall within the normal range

Is reading within two to three grades of his/her enrolled level

Standard Extended if…

Student well below grade level in reading

Academic difficulties are generalized (all subject areas)

Benefits from specialized individual supports

General curriculum must be significantly reduced in breadth, depth, & complexity

Scaffold Extended Assessment if… Performance is significantly

impacted due to the nature of disability

Does not read Has academic, mobility, receptive,

& expressive language difficulties that are generalized relies on individual supports & adaptations to access reduced content materials.

Look at some examples

Form groups with one person in each group that has a sample of: MathScienceReadingWriting

Discuss the test items, scoring, & difference between Standard & Scaffold administration items

Instruction in the Content Areas

How should we determine/design instruction for students in the content areas?

Does disability dictate where a student receives instruction?

Does ability level in content area dictate where a student receives instruction?

Where do we start when we look at providing instruction for students with significant disabilities?

Why teach academic skills?

How should we select academic skills for instruction Goals/objectives that build on student’s

present level of performance (in using symbols/reading,etc.). ..how?

Align content with student’s ability to perform successfully in current environments…how?

Align content with the student’s long-term post-school goals…how?

Select academic content that is suited to the student’s chronological age…why?...how?

Select academic content that has the potential to enhance inclusion in school & community settings…how?

Developing Academic IEP goals & objectives: Comprehensive approach

Identify goals & objectives that are linked to the state’s academic content standards and are structured to document a student’s continuous progress toward mastering content.

Develop goals & objectives that are focused on learning academic content that is not aligned to the academic content standards but nonetheless are necessary for the student to perform successfully in home, school, and community settings.

Approaches to determining goals & objectives aligned with standards

Standards-basedIdentify the academic content

standards for all students, identify benchmarks, identify level of performance, adapts learning outcome so they match student’s abilities

Standards-referencedIdentify priority skills based on

ecological inventories, identify grade-level academic standards that match the critical functions of those skills

Literacy research for students with significant disabilities Erickson, Koppenhaver, Yoder, &

Nance, 1997Similar strategies for all students

Justice & Pullen, 2003; Rowland & Schweigert, 2000Systematic instruction

Browder et al., 2006Meta-analysis on reading instruction

for individuals with cognitive disabilities

Examples of education reading software Bailey’s Book House (www.riverdeep.net)

Letters, words, rhyming, prepositions, adjectives, sentence building Edmark Words Around Me (www.riverdeep.net)

Word identification, plurals, categorization, sameness, difference Edmark Reading program (www.riverdeep.net)

Comprehension of sight words through story reading, picture matching

Simon Sounds it Out (www.donjohnston.com) Letter sounds, word families, onsets, rimes

Start-to-Finish books (www.donjohnston.com) Reading comprehension through end-of-story quizzes

Intellitools Reading: Balanced Literacy (www.intellitools.com) Phonics, guided reading, comprehension

http://www.riverdeep.net/



http://www.donjohnston.com/

http://www.intellitools.com/

Math methods for students with significant disabilities

Browder et al., 2008Meta-analysis on teaching math

for students with significant disabilities

Good Resource

Browder, D.M., & Spooner, F. (2011). Teaching Students with Moderate and Severe Disabilities. Guilford Press: NewYork, NY.

Discuss the topic of instruction/modifications/adaptations for students in general education setting.

Questions??

Universally Designed Instruction…Why? I. Provide Multiple Means of Representation

II. Provide Multiple Means of Action & Expression

III. Provide Multiple Means of Engagement

Perception Physical Action

Recruiting Interest

Language, expressions, and symbols

Expression & Communication

Sustaining Effort and Persistence

Comprehension

Executive Functioning

Self-regulation

National Center on UDL; www.udlcenter.org

Guideline #1:Provide Options for Perception

Offer ways for customizing the display of information

Offer alternatives to auditory information

Offer alternatives to visual invormation

Guideline #2Provide options for language, mathematical expressions, & symbols

Clarify vocabulary & symbols Clarify syntax & structure Support decoding text,

mathematical notation, & symbols Promote understanding across

languages Illustrate through multiple media

Guideline #3:Provide options for comprehension

Activate or supply background knowledge

Highlight patterns, critical features, big ideas, & relationships

Guide information processing, visualization, & manipulation

Maximize transfer & generalization





Recruiting Interest




Comprehension


Self-regulation


Guideline #4Provide Multiple Means for Action & Expression

Vary the methods for response & navigation

Optimize access to tools and assistive technologies

5. Provide options for expression & communication

Use multiple media for communication

Use multiple tools for construction & composition

Build fluencies with graduated levels of support for practice & performance

6. Provide options for executive functioning Guide appropriate goal-setting Support planning & strategy

development Facilitate managing information &

resources Enhance capacity for monitoring

progress





Recruiting Interest




Comprehension


Self-regulation


7. Provide options for recruiting interest Optimize individual choice &

autonomy Optimize relevance, value, &

authenticity Minimize threats & distractions

8. Provide options for sustaining effort & persistence

Heighten salience of goals & objectives

Vary demands & resources to optimize challenge

Foster collaboration & communication

Increase master-oriented feedback

9. Provide options for self-regulation Promote expectations & beliefs

that optimize motivation Facilitate personal coping skills &

strategies Develop self-assessment &

reflection





Recruiting Interest




Comprehension


Self-regulation


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