Making the Links: What is an example? What is not an example?

1. Making the Links: What is an example? What is not an example?

2. Example of making the link • EXAMPLE – 6th grade Algebra • Skill – • The student records the number of tokens (stars) obtained for appropriate behavior during the day and the number of prizes she received on a graph every day of the week • AND answered questions about the graph • Curriculum – • M6A2 Students will consider relationships between varying quantities • a. Anlayze and describe patterns arising from mathematical rules, tables, and graphs • Materials • Behavior graph

3. Examples of making the link • Asking the questions

4. Example of NOT making the link • EXAMPLE – 3rd grade Reading Comprehension • Skill – • The student answers questions about stories presented • The student makes predictions about what will happen next in stories presented • Curriculum – • ELA3R3 – The student uses a variety of strategies to gain meaning from grade-level text. The student • b. Makes predictions from text content • Materials • Grade level books, communication device with tactile symbols

5. Examples of NOT making the link • Asking the questions

6. Making the Links: Trying it out

7. Trying it out – working together to determine if the links have been made • During this activity, you will be asked to determine if the following examples: • Demonstrate important skills • Align to the element stated • Are appropriate tasks/materials • Can be changed to show a better link if needed

8. Example 1: Numbers and Operations • Skill: Matching numerals (prerequisite skill) – • Materials: Number cards - starting with a color cue and fading the cue • Element: M7A1a: Translate verbal phrases to algebraic expressions • Activity: Student will match numerals 1, 2, and 3, beginning by using the color and then moving to no cues

9. Example 1 : What this would look like Activity 1 Activity 2 Activity 4 Activity 3

10. Questions YES NO • Is matching numerals an important skill for this student? YES or NO • Is matching numerals a prerequisite skill for the element of Translate verbal phrases to algebraic expressions– does the matching (the way the student responds) of numerals on cards (the materials) lead to the eventual completion of the task? YES or NO • Does this skill align to the element? YES or NO

11. Questions YES NO • Is matching numerals an important skill for this student? YES • Is matching numerals a prerequisite skill for the element of Translate verbal phrases to algebraic expressions– does the matching (the way the student responds) of numerals on cards (the materials) lead to the eventual completion of the task? NO • Does this skill align to the element? NO

12. Does it make the link? NO! • Asking the questions

13. What’s missing to make the link? • Vote for: • A: An appropriate student response (matching is not appropriate for this link) • B: Appropriate materials (number cards are not appropriate for this student) • C: Verbal expressions (to meet this element, the student should have to listen and make choices)

14. What’s missing to make the link? • Vote for: • C: Verbal expressions (to meet this element, the student should have to listen and make choices)

15. Examples of what could be done • Asking the questions

16. What this would look like Teacher says “We have three crackers. We put one cracker on the plate. How may crackers are left? Three minus one equals two.”

17. What this would look like Teacher says “We have three crackers. We put one cracker on the plate. How may crackers are left? Three minus one equals two.” “three” “one” “two”

18. Example 2: Reading Comprehension • Skill: Utilizing a switch to interact with instructional equipment, i.e., PowerPoint presentation (access skill) – • Materials: Toggle switch, computer interface, computer, “Frankenstein" Level 3 -- Penni Singleton (Cherokee County Schools) and Daniela Singleton from Resource Board, picture of characters from presentation (enlarged for student)

19. Example 2: Reading Comprehension • Element: ELAALRL1 a: Locates and analyzes such elements in fiction as language and style, character development… • Activity: The student will advance the PowerPoint slide of the adapted story each time a certain character appears

20. Example 2: What this would look like

21. Example 2: What this would look like

22. Questions YES NO • Is accessing instructional material through the use of a switch an important skill for this student? YES or NO • Is recognizing the appropriate time to activate the switch (such as when a familiar picture or item appears) and important skill for this student? YES or NO

23. Questions YES NO • Is accessing instructional material through the use of a switch an important skill for this student? YES • Is recognizing the appropriate time to activate the switch (such as when a familiar picture or item appears) and important skill for this student? YES

24. Questions YES NO • Is recognizing a character from a grade level story a prerequisite skill for this element of locates and analyzes such elements in fiction as character development – when the character appears (material), does the use of the switch (the way the student responds and shows comprehension) lead to the eventual completion of the task? YES or NO • Does this skill align to the element? YES or NO

25. Questions YES NO • Is recognizing a character from a grade level story a prerequisite skill for this element of locates and analyzes such elements in fiction as character development – when the character appears (material), does the use of the switch (the way the student responds and shows comprehension) lead to the eventual completion of the task? YES • Does this skill align to the element? YES

26. Examples of making the link • Asking the questions

27. Making the Links: Review

28. Making the Links: A Review • The components for making links are the student skill, the activity, and the curriculum • The teacher needs to be familiar with each aspect and how they work together to lead to student learning • Gaps can be filled by adjusting the skill to meet the element, finding a more appropriate element, or changing activities and materials

29. Resources and Contacts • Resources: • GPS for Students with Significant Cognitive Impairments (www.georgiastandards.org/impairment.aspx) • Access to the GPS Resource Board • Contacts: • Toni Bowen – tbowen@doe.k12.ga.us • Kayse Harshaw – sharshaw@doe.k12.ga.us