welcome to week 9 of functional curriculum inclusion is an umbrella that keeps us dry when the...
TRANSCRIPT
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PLEASE START THE ENTRY ACTIVITY
Welcome to Week 9 of Functional Curriculum
Inclusion is an umbrella that keeps us dry when the downpours of life occur." Linda S. Wallace
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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.
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Today’s Agenda
Review assignments/ upcoming Ecological Inventory/Assessment Report & Implementation Plan
Oregon Extended Assessment
Discuss academic instruction for students with significant disabilities
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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.
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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.
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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
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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
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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.
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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
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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
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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….
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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
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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
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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?
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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
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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).
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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
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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.
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IEP team decision-making General Assessment Standard Extended Assessment Scaffold Extended Assessment
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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
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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
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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.
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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
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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?
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Why teach academic skills?
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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?
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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.
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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
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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
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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
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Math methods for students with significant disabilities
Browder et al., 2008Meta-analysis on teaching math
for students with significant disabilities
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Good Resource
Browder, D.M., & Spooner, F. (2011). Teaching Students with Moderate and Severe Disabilities. Guilford Press: NewYork, NY.
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Discuss the topic of instruction/modifications/adaptations for students in general education setting.
Questions??
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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
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Guideline #1:Provide Options for Perception
Offer ways for customizing the display of information
Offer alternatives to auditory information
Offer alternatives to visual invormation
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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
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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
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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
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Guideline #4Provide Multiple Means for Action & Expression
Vary the methods for response & navigation
Optimize access to tools and assistive technologies
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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
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6. Provide options for executive functioning Guide appropriate goal-setting Support planning & strategy
development Facilitate managing information &
resources Enhance capacity for monitoring
progress
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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
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7. Provide options for recruiting interest Optimize individual choice &
autonomy Optimize relevance, value, &
authenticity Minimize threats & distractions
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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
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9. Provide options for self-regulation Promote expectations & beliefs
that optimize motivation Facilitate personal coping skills &
strategies Develop self-assessment &
reflection
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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