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What does this kid need to learn?

What does this kid need to learn?. Ecological assessment (FACTER). Functional & Related Skills Instruction (FACTER :Instruction Phase). Ecological Assessment (FACTER :Assessment Phase). Baseline Rating: all routines. 20. Target key steps & related skills. Select routines to teach.

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What does this kid need to learn?

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  1. What does this kid need to learn? • Ecological assessment • (FACTER)

  2. Functional & Related Skills Instruction (FACTER :Instruction Phase) Ecological Assessment (FACTER :Assessment Phase) Baseline Rating: all routines 20 Target key steps & related skills Select routines to teach 32,34 22 Decide setting for instruction 32,34 During routine Select related skills to teach Pre-routine 23 Both Performance Assessments Decide instructional strategy 33,34 Find routine in appendix Teach & assess progress Use set up procedures 35 Repeat performance assessments Score routines & related skills 25-26 Calculate & chart results 36,37 27

  3. Independence Measurement Scale (prompt hierarchy) • 4 = Independent • 3 = Visual/Verbal (Gestural) • 2 = Partial physical assistance • 1 = Full physical assistance • 0 = Not completed • NA = Not applicable

  4. Step 2: Select routines for perfomance assessment • Select ONE routine in each domain to assess. • Choose the routine by looking at the baseline rating score. (IEP committee...) • General rule is to choose the first routine that the student without physical help. (Score below 3) • Routines are arranged in priority order of importance. • Highlight the routine you selected in each domain on the summary page (front color).

  5. Step 3: Select specific related skills for each routine. • The goal here is to identify specific “developmental” type skills to assess within the context of the priority routines. • Related skills areas are: communication (expressive or receptive), problem solving, team work/social skills, motor skills, functional academics (reading/math/writing). • Review the student’s IEP to identify any already established goals or objectives that address these areas and could be part of the priority routines. If none are there or to supplement, use Appendix A (pg. 45)

  6. Step 3: Select specific related skills for each routine. • Up to 4 related skills can be selected for each routine. • Try to select key skills that will empower the student in more than one routine! • Consider the level of the skill that you want to target (emerging, beginning, traditional). Target the level where instruction is needed or being provided. Be specific in describing the skill. (IE. write “Waves hello” not “Beginning Greeting”.) • Record the skills you select at the bottom of the page for the priority routines and also on the summary page (cover of the booklet).

  7. Step 4: Conduct performance assessments for each priority routine & related skills. (6 total) • The special education teacher (NOT instructional assistant) trained in FACTER administration observes the student actually doing each of the priority routines. • Before observing, review the Set Up Procedures for each routine in Appendix B (pg 51). Be sure that the routine is set up according to these procedures. Routines must be observed at natural opportunities. Or video at natural opportunity & watch later.

  8. Step 4: Conduct performance assessments for each priority routine & related skills. (6 total) • Score student independence for each step of the routine using the Independence Measurement Scale. • Score student independence for using the related skills within that routine using the Independence Measurement Scale. • Remember that if the student does not have the opportunity to do the skill because someone does it for him - the score is 0 (not completed) NOT NA (not applicable). (Ex: student packs instead of buys lunch = 0 on some steps - not NA. It is not impossible for the student to buy lunch!)

  9. Step 5: Score the performance assessments for each priority routine & related skills. (6 total) • Total the scores for each step in the routine. (A) • Subtract the # of N’s from the specific number given to you below the routine. (Note: different routines have different numbers). (B) • Divide A by B to compute the “Average Performance Score” for the routine. • Chart the score in the highlighted area on the Summary Page (front cover) by placing an “X” on the scale in the appropriate place. • Remember to record the score by each related skill at the bottom of the page.

  10. Step 6: If your student is up for triennial review - complete an Ecological Assessment Summary Sheet for eligibility • Use your baseline ratings to identify routines of strength and need. • List the 6 priority routines you completed performance assessments on. • List the related skills you selected, and check the number of domains within which the skill can be instructed. • Note any comments that you think are important to others attempting to understand this assessment. • Every student has strengths!

  11. AAIDAmerican Association on Intellectual Disability • Intellectual disability is not a state of global incompetence • With the right supports, the person’s state of functioning should improve

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