1 / 27

Creating a Model : Literacy and IEP Goals and Objectives Topical Workshop Orlando, Florida

Creating a Model : Literacy and IEP Goals and Objectives Topical Workshop Orlando, Florida. Martha M. Majors Assistant Educational Coordinator Deafblind Program Perkins School for the Blind. OUTCOME NUMBERS SP.11and SP.12. SP.11 Use of strategies to improve cognitive development

dusty
Download Presentation

Creating a Model : Literacy and IEP Goals and Objectives Topical Workshop Orlando, Florida

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Creating a Model : Literacy and IEP Goals and ObjectivesTopical WorkshopOrlando, Florida Martha M. Majors Assistant Educational Coordinator Deafblind Program Perkins School for the Blind

  2. OUTCOME NUMBERS SP.11and SP.12 SP.11 Use of strategies to improve cognitive development SP.12 Use of strategies to improve academic and/or literacy skills SP.12.h, i,j,k,l,m

  3. I will examine the basics.. The goal is to develop and support a successful reader using a wide variety of literacy formats To share a model of relationships that are ALIGNED with: • State wide curriculum ELA Standards • IEP Goals • Outcomes (OPIs) • ACROSS ALL Learning Environments for students who are deafblind

  4. Literacy and Communication • June references the relationship between communication and literacy. • She refers to developing relationships • Early access to reading and the impact that deafness has on content • Shared experiences • Students who are deafblind need these components on a daily basis • Parents tell us they want the children to develop relationships and social skills so they can be successful as young adults living in a community setting

  5. Early Beginnings of Literacy • The historical perspective • Redefining reading based on NCLB • Looking at access and pre-requisite skills as a result of State-wide assessment expectations • Expanding skills to raise the bar • Integrating Literacy into the IEP

  6. One Definition of Literacy • Literacy is more than just the ability to “read” and “write.”“Literacy is an integrated process which develops gradually from birth and is built upon learning from broad experiences, linking language with the development of concepts, and providing exposure to the written word in a variety of meaningful contexts. (Wright, 1997)”

  7. Functions of Literacy • As students experience a wider variety of meaningful literacy materials their interest will increase. The student will most likely choose what is both fun and motivating, as well as functional. • A student may: • read a recipe or write a shopping list • use tactile objects, symbols, large print, Braille • choose to read an adapted magazine • “write” in their journal during their leisure time. • All of these functions can become skills based goals in the IEP

  8. Literacy Similarities • Again, June discusses types of literacy that Deirdre and Patti are presenting: • Specifically, use of calendar system, checklist,”written directions”, journal writing,etc. using a variety of formats. • These become a goal in the IEP related to matching, sorting, and sequencing

  9. CURRICULUM COMMENTS • Access to the general curriculum • We are mandated to access it • We must now teach using pre-established state wide curriculum standards • We MUST remember that we are teaching students who are DEAFBLIND • The challenge: to teach, to learn and to access curriculum that is: meaningful, appropriate, and functional for the student who is DEAFBLIND

  10. Linking IEP to Curriculumand ELA/SP.12 • Examples of Goals • Linked to outcomes • Examples of Objectives (part of Martha’s Matrix) • Matching • Sorting • Sequencing • Organizational skills • Helping Out • Access Skills

  11. TEAMING Strategies Educational Staff • The TEAM shares goals and objectives using a common VERB To follow a MJ sequence Clinical Staff Support Staff Family Community

  12. For students who are DEAFBLIND ACCESS SKILLS are the basic skills needed in order to access all other concepts and skills throughout all curriculum content Skills necessary in order to access Literacy: Grasp and Release Using two hands together/Fine Motor 1:1 Correspondence Following simple 1 step direction Visual Motor….eye gaze ACCESS SKILLS

  13. Beginning Literacy Skills • Beginning Literacy • Access Skills • Use of Objects • Grasp and Release • Beginning skills in following a sequence • 1:1 correspondence • GOAL: To follow a sequence through use of a calendar system

  14. For students who are DEAFBLIND MATCHING is the basic skill needed in order to access all other concepts and skills throughout all curriculum content The ability to MATCH is the first step when accessing Literacy: Matching objects, photos, pictures,line drawings ,MJ symbols, print/braille Matching letters Matching words Matching numbers 1:1 correspondence using a calendar/schedule MATCHING

  15. The basic concept for access to Literacy Grasp and release 1:1 correspondence (put in, match 1:1, beginning calendar system) Follow a sequence of objects, photos, pictures, MJ symbols, print/braille in ALL environments ALL = sequencing=ELA=Literacy= IEP goals SEQUENCING

  16. For students who are DEAFBLIND SEQUENCING supports their need for structure and routine and predictable events: Following directions(verbal, sign, MJ, print/braille, photos, line drawings) Putting letters in order Putting words in order Following a calendar/schedule SEQUENCING

  17. LITERACY IN GHANA A Deafblind student is learning how to read using letters, picture, print, and sign language

  18. Students Following a Sequence: Literacy Reading with Objects Reading with MJ Symbols and Print

  19. LITERACY/TOTALLY BLIND • Literacy • Following a sequence in a Calendar System • Use MJ Symbols, with tactile shapes, and braille

  20. Process of Aligning Curriculum • SP: 11 and 12 (OPIS) • Alignment with State wide Curriculum Standards and Strands at Access Skills or at Grade Level • Martha’s Matrix:Concepts/Skills • Write IEP Goals and Objectives

  21. Curriculum Frameworks • Content: English Language Arts • Strand: Identify the basic facts and main ideas in a text • Learning Standard: Retell a main event from the story • Essence: Retell a main event; ask questions and answer questions, identify what will happen next

  22. Learning Standard & Essence (main idea): Students will identify the basic facts and main ideas in a text. **Essence: answer questions of who, what, where, and when, identify words & phrases, sequence pictures and objects to retell as story, vocabulary Related IEP Goals: The student will interact with and use books (pending current performance..)by turning the page, matching object to picture, sequencing the events using pictures Instruction & Concepts: ~Match words to pictures (Cognition/Vocabulary/Literacy) ~Label new vocabulary (Literacy) ~Sequence story using pictures (Academics/literacy) ~Answer simple questions about story (language/communication) ~Retell story using objects and pictures (academics) Book handling skills (Literacy) Switch for repeated story line (Literacy) Social story about favorite foods (Literacy) Story box with objects: match object to picture/object in book (Cognition/Literacy) SP.12 Text Comprehension instructional strategies: Uses symbols or words to outline a story (objects, pictures, tactile representation, etc.)

  23. SP.12 Academics/Literacy IEP ELA Strand Learn New vocabulary The student will interact with and use books Answer a question About Story Student will identify the basic facts/main ideas in a text Identify The Title I E P Identify Characters Book Handling Sequence Main events in story Identify vocabulary Match object To Picture in book

  24. English Language Arts / Reading / IEP Goals • English Language Arts: Vocabulary and Concept Development: • Student will understand and acquire new vocabulary and use it correctly in “reading and writing” • IEP Goals and Literacy: • Student will correctly follow the direction “get X” when given the sign and a set of objects. • When presented with a toy, C will match the correct picture representation • The student will correctly sort materials based on shape and color • Will match the word to the correct picture by drawing a line (across all subjects). • SP.12h,I,k Vocabulary Instructional Strategy

  25. SEVERAL EXAMPLES OF THE ALIGNMENT MODEL ARE PART OF YOUR HANDOUTS. THEY REPRESENT SEVERAL LEVELS OF COGNITIVE ABILITY AND LEVELS OF LITERACY EXAMPLES

  26. QUESTIONS ??? Thank You!

  27. RESOURCES • Koppenhaver, D. 2000. Literacy in AAC: What should be written on the envelope we push? Augmentative and Alternative Communication, 16, 270-279. • Miles, B. 2000. Literacy for persons who are deaf-blind. • Monmouth, OR: DB-LINK: • Musslewhite, C. & King-DeBaun, P. (1997). Emergent Literacy Success: Merging Technology and Whole Language for Students with Disabilities. Park City, UT: Creative Communicating.The National Information Clearinghouse on Children Who Are Deaf-Blind. • Downing, J. Teaching Literacy to Students with Significant Disabilities: Strategies for the K-12 Inclusive Classroom. Corwin Press, 2005

More Related