an amazing lesson plan just 4 you

An Amazing Lesson Plan Just 4 You!

Author: Christine YoungAzusa Pacific University

Spring 2011

The history of California Content Standards Functional Performance Indicators (FPI)

California has a rigorous public school program that provides excellent accountability for all children. Most nondisabled children take California Standards Test (CST) yearly which assist in providing accurate yearly statistics to show progress or areas of need. Districts recognize that not all students are able to take this test so appropriate and fair modifications have been made (California Department of Education, 2011).


Students who have Individualized Education Plans (IEP's) and score far below average in a certain area or in several areas can take a California Modified Assessment (CMA) in whatever areas they qualified in (California Department of Education, 2011).


Students with significant cognitive disabilities may need an even simpler test and so some take the California Alternate Assessment (CAPA). For further details see the following sites:

• CAPAhttp://www.cde.ca.gov/ta/tg/sr/capa.asp

• CAPA Blueprintshttp://www.cde.ca.gov/ta/tg/sr/capablueprints.asp

http://www.cde.ca.gov/ta/tg/sr/capa.asp

http://www.cde.ca.gov/ta/tg/sr/capablueprints.asp

California Content Standards Functional Performance Indicators (FPI)

California Content Standards Functional Performance Indicators (FPI) are a series of printed steps that are designed to be used by the teacher and to allow for eventual mastery of a concept. It is designed with the CAPA exam and standards in mind (California Department of Education, 2011).


These indicators assist teachers in multiple ways: allows teachers to map out small plans for each step until the overall concept has been mastered, allows teachers to assess more frequently and successfully, provides a printed guideline to see if the student is moving towards mastery of the CAPA. FPI's also allow for necessary changes and/or modifications if students are not progressing (Riverside County Office of Education, 2011).


FPI's have printed lists available at most school sites, and district offices. Many curriculums also provide these printed lists i.e. the SEACO curriculum and BASIC curriculum. The FPI list used for this assignment comes from SEACO curriculum for the moderate to severe which is provided by the LAUSD school district (LAUSD).

This lesson covers FPI’s in English

In order for students to accomplish English goals form CAPA, certain FPI steps must be mastered. The following FPI standards will be used.

• Standard 3 -Understand that printed materials provide information . • FPI3.1 Student will match symbol to activity.• Standard 5 Read simple one-syllable and high frequency words...• FPI5.3 Student will identify high frequency words/functional words• FPI 5.5 Student will identify number words• Standard 14-Write by moving left to right and top to bottom• FPI 14.5 Student will produce numerals...• (LAUSD).

FPI’s addressed in Math

Students must first work on FPI's that are working towards the goal of recognizing numbers so they can progress to higher skills

• Standard 3 -Understand that printed materials provide information.

• FPI 1.1 Student will indicate quantity of “1”• FPI 1.2 Student will indicate quantities of more than “1”• FPI 1.3 Student will match printed numerals to same• FPI 1.5 Student will identify numerals• FPI 1.7 Student will match quantity to numeral• FPI 1.8 Student will locate and use numbers during functional

activities

Here Comes The Plan!!

• Idea for this lesson was taken from a lesson in the book called How Do I Teach This Kid? By Kimberly A. Henry. It has been changed and modified by Christine Young.

• Name of the lesson:

Cunning Clothespins!

Task

The student will identify the numbers that are on the clothespin, count items on the card and then match the right number to the right set. The student will identify the number symbol on the clothespins and match to symbols on card. The student will identify the printed number and then match the right printed number to the right set.

Materials:

Materials: Clothespins with numbers on them, clothespins with printed numbers of one to ten, homemade cards with differentiated lines, stickers of various numbers and letters, and a container to hold everything.

An additional bonus is that each card and corresponding clothespins are designed for individual student IEP goals as well.

Addresses IEP goal of recognizing the number symbols of 1-5.This card exposes student to the concept of counting for a later IEP goal

Addresses a student IEP goal of being able to identify the words one-five

Some cards can meet more than one IEP goal if applicable.Addresses IEP goal of identifying numbers one through ten. Addresses IEP goal of being able to count from one to ten.

Sample of how a card will look completed if child has done it right.

Sample of word matching

Targeted Skills:

• Math Targeted skills: matching, counting, fine motor skills.

• English Targeted skills: understanding word has print and identifying simple number words.

Ideas for differentiation:

For some students, this may be too difficult so this could be adapted to address the skills of matching and math readiness. The cards would be the same but a new series of clothespins can be created. These clothespins will simply have matching pictures and/or a matching number of items. Numbers and words can be increased in difficulty for a more challenging lesson.

When, where and how?

It can be used whole class or in small groups simply by making enough sheets and clothespins for everyone. As students become familiar with this lesson they can then go to the back of the class during their free study time and select this lesson to work with. In the classroom, there will be an identified box with the cards and clothespins that the student can pull out, work with, and put back when finished. Students can work with an aide, another student or on their own.

Home Use!

This plan can be sent home. The materials are relatively inexpensive, and easy to make. Cards can be made, laminated and placed in a large manila envelope. Clothespins can also be placed in this envelope. The student can take this kit home in order to practice this skill at home. Parents can either be trained or a typed letter of explanation can accompany the materials.

Theories Behind Lesson• This lesson covers many FPI’s and IEP goals• This lesson is easy to teach, create and use.• Many autistic and/or moderate to severe students do not

function well with auditory instruction. This strategy is designed to utilize visual work. Visual work aides in making things more concrete for a child and assists in understanding .

• Many autistic children thrive on motor work. Motor work not only can improve motor skills but aides students who learn best with manipulatives, hands on lessons and movement.

Does this lesson work?

According to author and special education educator Kimberly Henry these are all well researched and documented to be effective teaching techniques. I personally have been using these cards in my classroom setting for the last couple of weeks. The students have grasped the idea of the lessons and it seems to be working but it is too soon to have enough documentation for further analysis.

To view the lesson:

Copy and paste this website on YouTubehttp://www.youtube.com/watch?v=R9j3Q8Ihf84 or you can go just go to YouTube and type in Cunning Clothespins!

http://www.youtube.com/watch?v=R9j3Q8Ihf84

To view this lesson:

You may chose to click on this link if you have computer access, but not all computers will play this video.

Cunning Clothespins Video - Shortcut.lnk

ReferencesCalifornia Department of Education (2011). STAR CAPA Blueprints. Retrieved from

http://www.cde.ca.gov/ta/tg/sr/capablueprints.asp

Collins, B.C. (2007). Moderate and Severe Disabilities: A foundational approach. New Jersey: Pearson Education, Inc.

Dell, A.G., Newton, D.A. & Petroff, J.G. (2008). Assistive technology in the classroom. New Jersey: Pearson Education, Inc.

Ford, A., Schnorr. R., Meyer, L., Davern, L., Black, J. & Dempsey, P. (1989). The Syracuse community-

referenced curriculum guide for students with moderate and severe disabilities. Maryland: Paul H. Brooks Publishing Co., Inc.

Henry, K.A. (2005) How Do I Teach This Kid? Texas: Future Horizons. Levin, J., & Scherfenber, L. (1990). Selection and use of simple technology in home, school, work and

community settings. MN: AbleNet Publications

References Continued:Los Angeles Unified School District (2011). Alternative Content Standards. Retrieved from

http://www.lausd.k12.ca.us/Carlson_Hospital_school/mod_content_stand_iep.htm

Marzano, R.J., Pickering, D.J. & Pollock, J.E. (2001). Classroom instruction that works research-based strategies for increasing student achievement. Maryland: Association for Supervision and Curriculum Development]

Riverside County Office of Education (2011). Student Programs and Services | CAPA Blueprints: SANDI, FPI, SAS, FAST. Retrieved from http://www.rcoe.K12.ca.us/studentPrograms/specialEd_materials.html

Snell, M. E. & Brown, F. (2006). Instruction of students with severe disabilities. (6th ed.)New Jersey: Pearson Education, Inc.

Westling, D. L. & Fox, L. (2004). Teaching students with severe disabilities. (3rd ed.). New Jersey: Pearson Education, Inc.

an amazing lesson plan just 4 you

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