Special Education CRN: Curriculum and Instruction for Students with ASD/DD 2 K-W-L KnowWant to KnowLearned? -Start with the Person First (Person-Centered Planning) -Assessments --Preference --Daily Schedule Analysis --Task Analysis -Using COACH -Identifying Assistive Technology (SETT) -PLAAFP -Turning Assessment Data into Goals -Intervention Strategies -How to use information to improve work sample -Hands on Assistive Technology -See actual examples of inclusion -ideas for cheap interventions -become fluent with processes -???? Agenda Review Syllabus Review Assessment Process Review COACH Writing Objectives What Does Normal Mean?: DVD Assessment Process Start with the Person-First Review what is known Promote Self-Determination- Assess Preferences Assess Instructional Environment Summarize and Outline Supports 1. Define the instructional universe (IU).---How? -Person-Centered Planning/ File Review/ IEP 2. Define the range of relevant stimulus & response variation within that IU. -How? -Task Analysis 3. Select examples for the IU for use in teaching and probe testing.How? Positive & Negative Examples 4. Sequence teaching examples.---How? Juxtapose maximally different, then minimally different examples. 5. Teach the examples.---How? Using Antecedent & Consequence Strategies 6. Test with non-trained probe examples How? General Case Programming A ASK: What am I requiring students to do? D DETERMINE the prerequisite skills of the task. A ANALYZE the students strengths and needs. P PROPOSE and implement adaptations T TEST to determine if adaptations helped the student Standards/ Lesson Plan Observe steps ALL students are doing to achieve the standard Observe what TARGET student is doing what steps can do. Identify TARGET STUDENT outcomes and adaptations needed based on observation Create a DATA collection plan. Bryant, D.P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston: Allyn & Bacon. Participation Plan TimeActivity (What General Education Students are Doing in the Class) How to Support How Student Participates 8:30-9:00 (Social Studies) Listening to Lecture on Social Studies Topic Provide Guided Notes that include pictures with text of big ideas Follows along and answers questions by pointing to his guided notes about main points when teacher calls on him 9:00-9:20Class reads textbook silently or within small groups Provide him with adapted reading with main points Answers Wh questions within small group 9:35-10:20 (Math) Class learns new math concept and practices computation using this concept Provide manipulatives and/or assistive technology Answer modified questions focused on identifying double- digit numbers & using a calculator Self-determination Independence, Interdependence, Opportunities to Act -e.g., Goal setting, choice-making, self-management Assistive Technology Operational Competence Multi-modal expression e.g., How to use devices, low & hi tech options Personal Relevance Related to individual needs e.g., social skills, daily living, vocational Pivotal Skills Important to learning across content areas e.g., selecting from a field of 4, using asking /answering Wh questions, sequencing events, using graphic organizers Grade Level Content Standards Qualities of a Well-Designed Standards-Based IEP (modified from Wakeman et al., 2010) Antecedent Strategies -Time Delay -Prompting -Pre-correction -Modeling Instructional Design -Range of Responses -Range of Examples -Positive Examples -Negative Examples -Minimally Different -Maximally Different Consequence Strategies -Differential Reinforcement -Shaping -Error Correction Evidence-Based Practices National Professional Development Center (NPDC) on ASD autismpdc.fpg.unc.edu/content/evidence- based-practice National Standards Project (2009) COACH Sections 3 & 4 Review for Next Week. What does a PLAAFP include? Introduction/description of the student Strengths of the student Student preferences, needs and interests Concerns of the Parent How disability affects the students progress in the general curriculum Performance in each goal areae/?=1163http://www.ode.state.or.us/search/pag e/?=1163 Deficit-finding Perspective Rebecca Ferguson has an IQ of 21 and a mental age of 1 year, 8 mos. Her scores on the Vineland Adaptive Behavior Scales were below basal levels. She has Downs syndrome and severe mental retardation. R cannot use the toilet or eat independently and will require lifelong assistance for personal care. She is nonverbal except for some random vocalizations. R sometimes engages in aggressive behavior including spitting, and slapping. Capacity-building perspective Rebecca is a 16-year old girl with brown eyes and black hair who has been medically classified with Downs syndrome. Her scores below basal levels on the Vineland and the Weschler Intelligence Scale support her ongoing eligibility for special education services. R is highly social and greets others using eye contact, smiles, a wave, and an occasional hug. She makes her needs known by moving to an area or obtaining materials (e.g, her bathing suit to go swimming). She can sign eat to request food. She has strong preferences is assertive. Writing IEP Goals & Objectives based on PLAAFP Common Core State Standards (CCSS) State education chiefs and governors in 48 states came together to develop the Common Core, a set of clear college- and career-ready standards for kindergarten through 12th grade in English language arts/literacy and mathematics. App on iTunes for Common Core Standards https://itunes.apple.com/us/app/common- core-standards/id ?mt=8 Goals Objectives go from General to Specific IEP Goals IEP Objectives Unit Goals Step Objectives Lesson Objectives 21 Goals (or behavioral goals/objectives) Academic IEP Goals Oral reading Math operations Writing and spelling Functional IEP Goals Expressive Language Requesting items Functional Routines Eating lunch Washing hands Goals should be skills that are acquired over time. Critical Features of Annual Goals 1. Make a link to the Common Core State Standard (be able to name the CCSS) 2. Students will write / rewrite one annual IEP goal for a student : Date Condition Student/Learner Behavior Criteria Evaluation procedure Condition- Examples Given. A 4-function calculator 5 th grade material 15 minutes of free-time Written task Criteria How well a student does could be measured by: Frequency 9 out of 10 Duration- for 20 minutes Distance- 20 feet Accuracy- 90% accuracy Period of time a skill or behavior must occur could be measured in terms such as: Number of days- over 3 consecutive days Number of weeks- over a four week period Occasions- during math and English Classes, on 6 consecutive occassions Examples of measure and time 85% accuracy over 5 consecutive trials 50 words/minute, with 3 or fewer errors, for 2 consecutive trials 3 out of 5 trials per week Evaluation Procedures Identify the method that will be used to measure progress & determine if the student has met the benchmark. An evaluation procedure must provide an objective method in which the students behavior will be measured or observed. Evaluation Procedure Examples: Structured observations of targeted behavior in class Student self-monitoring checklist Written tests Audio-visual recordings Behavior charting Work samples Example: IEP Goal By June 2015, Given narrative or informational texts written at the fourth grade instructional level, Jane will accurately write the answers to at least 8 out of 10 literal and inferential comprehension questions about the text for 3 consecutive weeks as measured by classroom weekly reading probes. Link to Common Core State Standards (CCSS) College & Career Readiness (CCR) Standard for Reading: Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Link to Common Core State Standards (CCSS) Grade Level Standard 4.RL. Key Ideas and Details 4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters thoughts, words, or actions). Link to Common Core State Standards (CCSS) Grade Level Standard 4.RI. Key Ideas and Details 4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RI.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Writing Goals: Linking to the common core See Functional Work Sample Wikiw/page/ /Writing%20IEP%20Goal s%20%20Objectiveshttp://functionalworksample.pbworks.com/ w/page/ /Writing%20IEP%20Goal s%20%20Objectives Common Core Standard 9-10.RL.Key Ideas and Details 9-10.RL.3 Key Ideas and Details Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Core Purpose: Analyze a character's development during the progression of the plot. Analysis of Character Development Grade Level By (date), after reading grade-level literature, (name) will write an organized and focused essay of (250 words) to explain and interpret a character's development, including an introductory paragraph containing the title of the book, a brief introduction to the character whose development will be the focus of the essay, and a thesis statement that states the character's change in motivation, personality, or emotions and the intensity of that change; (2) body paragraphs that cite and comment on conflicts or experiences that lead to that change; (2) relevant citations from the text that support claims; and a conclusion that summarizes the purpose of the essay for (3 out of 4) texts. Mild Level of Support By (date), after reading grade-level literature and receiving a rubric that explains the suggested content for each paragraph of the essay (e.g. "Paragraph 1 should contain a thesis statement that includes the title of the book, the author, the character who is the focus of the essay, and the point about the character's development that the essay will aim to prove."), (name) will write an essay of (250 words) to explain and interpret a character's development, including an introductory paragraph containing the title of the book, a brief introduction to the character whose development will be the focus of the essay, and a thesis statement that states the character's change in motivation, personality, or emotions and the intensity of that change; (2) body paragraphs that cite and comment on conflicts or experiences that lead to that change; (2) relevant citations from the text that support claims; and a conclusion that summarizes the the purpose of the essay for (3 out of 4) texts.rubric Moderate Level of Support By (date), after reading instructional-level literature and receiving (5) chronological excerpts from the reading that show progression in a character's development and a playlist containing (10) songs, (name) will listen to the songs on the playlist and assign one song to each excerpt that best matches the tone and mood of the song to the emotion experienced by the character (e.g. an aggressive, rock song for a scene where the character is angry or violent, a peaceful, classical selection when the character is feeling relaxed or content, and an upbeat, pop song when the character is feeling playful or energetic) and write (1-2) sentences to (3) short-answer questions about how the music selected for each excerpt reflects changes in the character's feelings between two excerpts (e.g. "How do the character's feelings change between excerpts 1 and 2?" for (3 out of 4) texts. Intense Level of Support By (date), after reading or listening to (3) chronological excerpts (2 or 3) sentences in length from instructional- level literature that show progression in a character's development, (name) will draw images or select images from a set of picture cards items that best represent the way a character feels in each excerpt (i.e. a smiley face and flowers for a happy, a frowning face and rain for a sad, the color red and lightening bolts for an angry) and will verbally express (his/her) reasoning for the selections and the changes (he/she) notices in the way the character feels from the first excerpt to the second and from the second excerpt to the third for (3 out of 4) texts. CCSS: Writing 9-10.W.2 Text Types and Purposes Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 2.a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. 2.b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audiences knowledge of the topic. 2.c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. 2.d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. 2.e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). Writing Complex Ideas Clearly & Accurately: Grade Level By (date), when given a set of art pieces, (student) will choose (1) art piece and write a (700-word) essay that examines and analyzes the work by including the following: (3) clear and accurate facts about the artist, (3) relevant and accurate facts about the time period in which the artist worked, and (5) specific and relevant descriptions that provide a visual analysis of the content and the style of the art. Mild Level of Support By (date), when given a set of art pieces, (student) will choose (1) art piece and write a (700-word) essay that examines and analyzes the work by including the following: (3) clear and accurate facts about the artist, (3) relevant and accurate facts about the time period in which the artist worked, and (5) specific and relevant descriptions that provide a visual analysis of the content and the style of the art. Moderate Level of Support By (date), when given a set of art pieces and a paragraph template for each body paragraph, (student) will choose (1) art piece and write a (700-word) essay that examines and analyzes the work that includes the following: (3) clear and accurate facts about the artist, (3) relevant and accurate facts about the time period in which the artist worked, and (5) specific and relevant descriptions that provide a visual analysis of the content and the style of the art. Intense Level of Support By (date), when given a set of art pieces, (student) will choose (1) art piece, imagine they are the curator in a museum, and describe the art to a visitor who is looking at the art, including who the artist is, what time period they worked in, and at least (2) details about the art piece. CCSS: 9 th Grade Math 9-12.S.ID.1 Core Purpose Represent data with dot plots, histograms, and box plots S.ID.1 Summarize, represent, and interpret data on a single count or measurement variable Represent data with plots on the real number line (dot plots, histograms, and box plots).* Grade Level: Plotting Data By (date), when given (5) problems involving constructing graphical displays (e.g. dot plots, histograms, and box plots) to describe sets of data values, (name) will correctly solve (4 out of 5) problems. Example 1: Make a dot plot of the last four digits of the cell phone number for every student in the class. Example 2: Create a histogram for the heights in inches of the students in the class. Example 3: Construct a box plot of the weights of players on the NBA basketball team. Mild Level of Support By (date), when given (5) problems involving constructing graphical displays (i.e. dot plots, histograms, and box plots) to describe sets of data values, using a graphic organizer (e.g. Plotting Data ), (name) will correctly solve (4 out of 5) problems. Example 1: Make a dot plot of the last four digits of the cell phone number for every student in the class. Example 2: Create a histogram for the heights in inches of the students in the class. Example 3: Construct a box plot of the weights of players on the NBA basketball team. Moderate Level of Support By (date), when given (5) problems involving identifying graphical displays to describe sets of data values, using a graphic organizer (e.g. Plotting Data ), (name) will select the correct graphical display from four, fixed, pictorial answer choices, for (4 out of 5) problems. Example 1: Make a dot plot of the last four digits of the cell phone number for every student in the class. Example 2: Create a histogram for the heights in inches of the students in the class. Example 3: Construct a box plot of the weights of players on the NBA basketball team.graphic organizerPlotting Data pictorial answer choices Intense Level of Support By (date), when given (5) problems involving constructing graphical displays to describe sets of data values, using a graphic organizer (e.g. Plotting Data ) and the aid of digital media (e.g. boxplot or histogram ), (name) will correctly solve (4 out of 5) problems. Example 1: Create a histogram for the heights in inches of the students in the class. Example 2: Construct a box plot of the weights of players on the NBA basketball team. graphic organizerPlotting Data boxplot histogram Goals & Objectives Assignmentpage/ /Goals%20and%20Objective s%20Assignmenthttp://fxinstructionaldesign.pbworks.com/w/ page/ /Goals%20and%20Objective s%20Assignment What Does Normal Mean?