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Welcome to week 10 of functional curriculum

In a completely rational society, the best of us would aspire to be teachers and the rest of us would have to settle for something less, because passing civilization along from one generation to the next ought to be the highest honor and the highest responsibility anyone could have.

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Welcome to week 10 of functional curriculum

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  1. In a completely rational society, the best of us would aspire to be teachers and the rest of us would have to settle for something less, because passing civilization along from one generation to the next ought to be the highest honor and the highest responsibility anyone could have. -- Lee Iacocca Welcome to week 10 of functional curriculum

  2. Updates Today- Instructional Plan for Academic Skills June 6th- Ecological Assessment Report, Annotated Bibliography & Presentations June 8th- Implementation Plan (for one of your instructional plans) • Please check with me during the break concerning missing assignments.

  3. Today’s Agenda • Review Course • Discuss academic instruction for students with significant disabilities

  4. Review

  5. External Community Supports Academic Support System: Response to Intervention Social/Behavior Support System: School-wide PBS Context for: Functional Assessment, Person Centered Planning, & Wraparound

  6. Strength-based shared understanding of : Values, Long-term Goals, Current Programs, Possible variables influencing behaviors FBA Identifying: Routines, Setting Events, Antecedents, & Functions of Interfering Behaviors Collaboratively Outline Behavior Supports Plan that speaks with “One Voice” Consistently Implement, Monitor, Evaluate, COMMUNICATE

  7. Practice Guide for Self Determination Loman et al., 2010

  8. Sailor, 2008

  9. Change

  10. Guiding Principles for Designing Instruction • Self-determination: honor students’ preferences • Family- & culture-centered planning • Educational accountability: all students can learn & deserve high quality instruction • Personalized curriculum: draw from both adaptations of academic curriculum & life skills the students need for current & future environments • Inclusion: enhance participation in inclusive settings • Functional & age-appropriate skills: daily living and appropriate to students chronological age • Choice: encourage choice-making • Research as a resource for practice: data-based intervention research provides resource for what & how to teach

  11. Capacity-building perspective • “Rebecca is a 16-year old girl with brown eyes and black hair who has been medically classified with Down’s syndrome. Her scores below basal levels on the Vineland and the Weschler Intelligence Scale support her ongoing eligibility for special education services. R is highly social and greets others using eye contact, smiles, a wave, and an occasional hug. She makes her needs known by moving to an area or obtaining materials (e.g, her bathing suit to go swimming). She can sign “eat” to request food. She has strong preferences is assertive….

  12. Steps in Ecological Assessment Process • Step 1: Plan with Student & Family • Step 2: Summarize what is known about the student • Step 3: Encourage Self-Determination/ Assess Student Preferences • Step 4: Assess student’s instructional program • Step 5: Develop ecological assessment report

  13. Activity Analysis Name: _______________________________ Page: Date: _______________________________ Sub-environment/Class: _________________________

  14. BSP Results

  15. So this is what we want…. Desired Behavior Natural Consequence Targeted Routine Antecedent Maintaining Consequence & Function Problem Behavior Alternate Behavior But… start with the Alternate Behavior? Why can’t we go right to the Desired Behavior?

  16. FBA: Summary of Behavior Targeted Routine Maintaining Consequence & Function Antecedent Problem Behavior FUNCTION FUNCTION is where student behavior intersects with the environment Function = Learning Student learns…. When (A), if I (B), then (C)… Function = how I benefit so I keep doing B

  17. Communication Ecological Inventory Worksheet (Figure 8-10, p.249, Best, Heller, Bigge, 2005) 1. Ask: Where does the student spend time? (environment, sub-environment, activities) 2. Select Activity: (e.g., ordering food) 3. Observe: (for vocabulary used in activity) • List Expressive Vocabulary used in the activity • List Receptive Vocabulary used in the activity 4. Review listed words and determine which words & skills need to be taught to the student.

  18. When designing an instructional plan for a student…Think A,B,Cs • You’ve identified the Behavior from your assessments (ecological, task, FBA, etc.) • Then you outline…… • Antecedent Strategies • What are these? Why? • Consequence Strategies • What are these? Why? • Then…..plan for…. • Fading • Maintenance • Generalization

  19. Functional Routines Instruction

  20. Discrete Trial Training

  21. Pivotal Response Training

  22. Data collectiondate: time: 15 minutes http://establishingoperationsinc.com/

  23. 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.

  24. Approaches to determining goals & objectives aligned with standards • Standards-based • Identify the academic content standards for all students, identify benchmarks, identify level of performance, adapts learning outcome so they match student’s abilities • Standards-referenced • Identify priority skills based on ecological inventories, identify grade-level academic standards that match the critical functions of those skills

  25. Literacy research for students with significant disabilities • Erickson, Koppenhaver, Yoder, & Nance, 1997 • Similar strategies for all students • Justice & Pullen, 2003; Rowland & Schweigert, 2000 • Systematic instruction • Browder et al., 2006 • Meta-analysis on reading instruction for individuals with cognitive disabilities

  26. 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

  27. Math methods for students with significant disabilities • Browder et al., 2008 • Meta-analysis on teaching math for students with significant disabilities

  28. Good Resource Browder, D.M., & Spooner, F. (2011). Teaching Students with Moderate and Severe Disabilities. Guilford Press: NewYork, NY.

  29. Discuss the topic of instruction/modifications/adaptations for students in general education setting.Questions??

  30. Universally Designed Instruction…Why? National Center on UDL; www.udlcenter.org

  31. Guideline #1:Provide Options for Perception • Offer ways for customizing the display of information • Offer alternatives to auditory information • Offer alternatives to visual information

  32. 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

  33. 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

  34. Universally Designed Instruction…Why? National Center on UDL; www.udlcenter.org

  35. Guideline #4Provide Multiple Means for Action & Expression • Vary the methods for response & navigation • Optimize access to tools and assistive technologies

  36. 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

  37. 6. Provide options for executive functioning • Guide appropriate goal-setting • Support planning & strategy development • Facilitate managing information & resources • Enhance capacity for monitoring progress

  38. Universally Designed Instruction…Why? National Center on UDL; www.udlcenter.org

  39. 7. Provide options for recruiting interest • Optimize individual choice & autonomy • Optimize relevance, value, & authenticity • Minimize threats & distractions

  40. 8. Provide options for sustaining effort & persistence • Heighten salience of goals & objectives • Vary demands & resources to optimize challenge • Foster collaboration & communication • Increase mastery-oriented feedback

  41. 9. Provide options for self-regulation • Promote expectations & beliefs that optimize motivation • Facilitate personal coping skills & strategies • Develop self-assessment & reflection

  42. Universally Designed Instruction…Why? National Center on UDL; www.udlcenter.org

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