Expanding Upon COR…

1. Expanding Upon COR… Facilitating IEP goals with the use of COR

2. Why do people live longer than dogs?

3. From the mouth of babes… • People are born so that they can learn how to live a good Life -- like loving everybody all the time and being nice. • Well, dogs already know how to do that, so they don't have to stay as long.

4. So live like a puppy: Live simply.Love generously.Care deeply.Speak kindly.Remember, if a dog was the teacher you would learn things like: When loved ones come home, always run to greet them.Never pass up the opportunity to go for a joyride.Allow the experience of fresh air and the wind in your face to be pure ecstasy.Take naps.Stretch before rising.Run, romp, and play daily.Thrive on attention and let people touch you.Avoid biting when a simple growl will do.On warm days, stop to lie on your back on the grass.On hot days, drink lots of water and lie under a shady tree..When you're happy, dance around and wag your entire body.Delight in the simple joy of a long walk. Be loyal.Never pretend to be something you're not.If what you want lies buried, dig until you find it..

5. HighScope/COR • Based Upon the learning theories of Jean Piaget • Sensorimotor (Birth -2) • Object Permanence • Preoperational (2-7 years) • Conservation not mastered • Egocentric • Concrete (7-11 years) • Classify and find relationship between objects • Conservation Mastered • Formal (12-Adulthood) • Conceptualize • Hypothetical Concepts • Problem Solve

6. IEP Goals • Individual education plan written for children with disabilities. It is a legal document upheld by IDEA enactment and SPED laws. • Goals and objectives are assessment based and data driven • Based upon individual needs of specific children • Each IEP is unique • This involves the need for specialized services outlined within the individualized goals and objectives for a specific child. • Goals and objectives are written to evaluated after one year.

7. Which is it then? COR or IEP goals? • IEP goals and objectives are primary to any regular education curriculum…including HighScope/COR. • BUT….children with disabilities have the right to.... • Inclusion • Opportunity to participate in a “Least Restricted Environment.”

8. What does that mean? • IEP plans must be primary to COR/HighScope, which is part of a regular education curriculum. • Most IEP goals contain components of HighScope – the trick is to find them. • HighScope is based upon special education curriculum from the 1960’s, which is why Head Start embraces it to meet the needs of high risk learners.

9. So…lets mix it up! • How can we meet IEP goals and still use COR? • Align academic goals with the categories of HighScope. • Know the goals and objectives of your students.

10. Category Cheat Sheet… • Language and Literacy – Exploring words, predicting outcomes, sequencing, use of narratives, phonemic awareness, turning pages of a book. • Movement and Music – Moving in various ways, dancing, intone and voice prosody, making and listening to music, language and speech development. • Self-Mental Health-Initiative – Express feelings, resolve conflict, perspective taking, relating to others, recognizing own feelings, friendships, social skills, bonding and relationship development. • Family Support – Housing, heat assistance, overall needs of family, supports for basic needs. • Creative Representation - Building, drawing pictures, free creative exploration, dramatic play, painting, writing, and making music. • Mathematics and Science – Sorting, comparing, seeing patterns, counting, identifying position, identifying size, comparing properties, making guesses. • Health and Safety – Taking care of self, recognizing danger, eating healthy, exercising, brushing teeth, adequate sleep, positive self-talk, executive functions and functional skills. • Family Support - Needs of the family and parent training to support learning, functional skills, health care, adequate housing, and heat.

11. Using COR to facilitate an IEP goal(An actual goal, not written by me) Goal 1: XXXXX will go from smiling to giving personal data on request, such as name, age, and gender. Objectives: 1. XXXXX will give 2/3 of the above data on 60% of opportunities for a one week period. 2. XXXXX will give 2/3 of the above data on 70% of opportunities for a 2 week period. 3. XXXXX will give her name, age, and gender with 100% accuracy over a 2 week period.

12. What components of COR can we use to facilitate this goal? • Social Emotional – Work on self-concepts (who are you? You’re a girl, your three years old, you’re a daughter, etc.) • Creative Representation - Create cartoons (Cartoon Introductions and social scenes) • Movement and Music – Singing a name song (BINGO song) • Language and Literacy – Work with the first letter in name (trace it, write it, talk about it), make a book, read a book about names. • Mathematics and Science – Sorting by gender, count how old he/she is, write the number of years old, use sequence cards. • Health and Physical Development – Make an ID card that includes name and gender. • Family Support – talk with parents about the importance of a child knowing their name and working with the family on functional skills. Work with family on goals.

13. GOAL: XXXX will increase his expressive language skills by identifying a few common objects and actions to identifying 100 objects found in his environment with 80% accuracy. • Objective 1Given sets of 10 actual objects/pictures of objects (animals, clothing, food), XXXX will correctly produce the correct word to 100 objects/pictures of objects in the home and school settings with 80% accuracy in three trials as measured and documented by the speech therapist. • Objective 2Given sets of 10 pictures of actions or asked to show an action, XXXX will correctly produce the correct vocabulary word to 20 actions or demonstrate the action in the home and school settings with 80% accuracy in three trials as measured and documented by data collection. (running, walking, knocking on the door, washing your hands, riding a horse, singing).

14. GOAL: XXXX will increase his functional communication skills and receptive language skills from not pointing to common objects when named to pointing to common objects when named to help indicate his wants and needs as measured by the speech-language pathologist, ECSE teacher and parents. • Objective 1Given objects as visual prompts, XXXX will point to common objects such as (toys, food, body parts, and animals) when named by his therapist, teacher or parents with 70% accuracy. • Objective 2Given a picture cards as visual prompts, XXXX will point to common objects such as (toys, food, body parts, and animals) when named by his therapist, teacher or parents with 70% accuracy. • Objective 3Given an auditory direction, XXXX will be able to follow a one step direction with a visual clue when named by his therapist, teacher or parents with 70% accuracy. • Objective 4Given an auditory direction, XXXX will be able to follow a one step direction without a visual clue when named by his therapist, teacher or parents with 70% accuracy.

15. Things to Remember… • Begin with the end in mind… • Know the IEP goals of your students • Think about how those goals fit into COR • Plan to address these goals in class and the home • Watch as your student reach goals and increases confidence through a sense of accomplishment!