Welcome to Week 2 of Functional Curriculum

1. Welcome to Week 2 of Functional Curriculum • Updates to Wiki- Textbook available at the MISL on the 3rd Floor • All links should be working, please let me know if they are not • Article Review #1 Due April 13th Next Week, Articles posted Remember in Assignment Section

2. Article Reviews • Look at the rubric to ensure high probability of doing well. • Make sure you complete each section with complete sentences. • Do not include Yes or No in your answer. • Write that “the author did or did not……” • Be concise, but make sure that you answer the question well. • If you feel like the author did not explain something well, tell me what would have been helpful to know. • Remember that they usually have limited space which editors make even more limited! • Most articles have an email address for correspondence with the author, use this for topics/tools you are interested in • People do email the authors & authors do respond!

3. Treatment fidelity/integrity • How the author(s) measured the degree to which the intervention was implemented the way it was designed. • Examples: Checklist of steps conducted in an intervention, an observer recording the presence of the intervention • Not to be confused with inter-rater reliability or agreement (IOA)- this is having 2 observers record the dependent variables (outcomes, behaviors)

4. APA format for citations of Journal Articles Author Last Name, First Initial. Second Initial., & 2ndAuthor Last Name, First Initial. Second Initial. (Year). Title of article with only the first word capitalized unless followed by colon: Then next word capitalized. Name of Journal Italicized & All Major Words Capitalized, Volume # Italicized, page #s. Loman, S.L., Rodriguez, B.J., & Horner, R.H. (2010). Sustainability of a targeted intervention package: First step to success in Oregon. Journal of Emotional and Behavioral Disorders, 18(3), 178-191.

5. Assessing Students with Significant Disabilities

6. 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

7. Team Process • Collaboration by a team of professionals is essential • Must take into consideration the characteristics of the individual: • strengths & needs • Consider the environment in which student functions and will function in the near future • Include objectives for the student that are tied to the general curriculum

8. Monthly/ Quarterly

9. Individual Student Planning • Multi-disciplinary Team approach • “One Voice” • Involving GE, SPED, other services • Review data, schedule and outline actions to better support student • 1 time per/ mon. until establish success • No longer than 45 minutes • Agenda with action plan

10. Purpose of Assessment • Capacity Building vs Deficit Finding • Capacity Building (O’Brien & Mount, 1991) • Focus on strengths and preferences • Avoid use of standardized assessments that are not appropriate to a student because of physical or sensory impairments or cultural differences • Use of observations & interviews

11. Deficit-finding Perspective • “Rebecca Ferguson has an IQ of 21 and a mental age of 1 year, 18 mos. Her scores on the Vineland Adaptive Behavior Scales were below basal levels. She has Down’s syndrome and severe mental retardation. R cannot use the toilet or eat independently and will require lifelong assistance for personal care. She is nonverbal except for some random vocalizations. R sometimes engages in aggressive behavior including spitting, and slapping

12. 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….

13. Ecological Assessment: A process • Method to identify instructional priorities based on a student’s current and future environments and the student’s and family’s preferences (Browder, 2001) • AKA: • “Functional assessment (Linehan & Brady, 1985)” • “Life skills assessment (Browder, 1991)”

14. Research on Ecological Assessment • Arose out of dissatisfaction with failures in adapting standardized assessments for students with significant disabilities • Information obtained had minimal impact on educational planning • (Sigafoos et al., 1987; Blankenship, 1985; Cole et al., 1985) • Ecological reports result in: • Higher ratings of expected educational outcomes (Linehan & Brady, 1985) • Educators more likely to recommend related services and less restrictive placements

15. 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

16. Step 1: Plan with Student & Family • Use a person-centered process • Encourage student & family involvement in planning assessment & instructional goals

17. Step 2: Summarize What is Known About the Student • Summarize student’s strengths & positive attributes • Use Capacity building statements (vs deficit building statements) • Notes from educational records • Summary of progress on IEP • Goal: Describe the purpose of assessment

18. Step 3: Encourage Student Self-Determination/ Assess Preference • Strengthen the student’s influence on their education • Student may need to try new options through systematic preference assessment (Lohrmann-O’Rourke & Browder, 1998) • Note student’s typical choices, talking with others who know the student, & new options • Student preference enhanced by offering & honoring choices (Kern et al., 1998)

19. Planning for Self-Determination & Quality of Life Outcomes • Self-determination and Quality of Life are critical learning outcomes (Schalock, 1994; Wehmeyer, 1996). • Take a look at the Arc’s Self-Determination Scale (1995). • Quality of Life Planning: Home and community functioning, employment, & health and safety

20. Step 4: Assess Student’s Instructional Program • Student’s instructional program should be individualized, but should not prevent a student from participating in general education. • Rather it should define how to make this participation meaningful for a student whose reading & math skills are far below grade level

21. Developing an instructional program • Begin with broad assessments, then move to specific assessments • Conduct: • 1. Ecological Inventory of different domains that a student experiences OR will experience • 2. Conduct an activity analysis (discrepancy analysis) • 3. Conduct a situational analysis/task analysis • 4.Functional behavioral assessment (FBA; if needed)

22. Start with looking at the student’s school environment • In defining the LRE, start with general education…. • Look at a student’s goals/objectives defined by the team and take an inventory of where in the student’s schedule those skills can be taught. • Infused Skills Grid

23. Infused Skills Grid • Focus on Goals. • Increase Participation

25. Isaac is one of your students in your 4th grade class. He loves music- especially reggae He is a visual learner, likes puzzles, blocks, and riding bike Isaac has very limited verbal language and is learning to use picture exchange communication (PECS) and sign language to communicate with others as well as picture schedules to participate in his general education classes/ activities. Objectives for Isaac: Use picture schedule to follow class routine. Use sign language, PECS to communicate (make requests, label objects) Write words from left to right Correctly identify letters/sounds/words by pointing Engage in reciprocal play (taking turns, sharing objects with others) Count & add numbers up to 30 Use a calculator to perform multiplication, division Case Study :Isaac

28. After you have determined where those skills can be met, conduct an ecological inventory of: • Environments: (e.g., High school classes) • Sub-environment: (e.g., Consumer math) • Activities: (e.g., work problems in text, lecture, computer simulations, group projects, etc.) • Natural supports available: (e.g., computer for each student, teacher gives 1:1 feedback • Target Skills: (e.g., number recognition, use of calculator)

29. Group Activity: Think about your current placement and outline the: • Environments: (e.g., High School, Job) • Sub-environments: (Classes, Locations) • Activities within sub-environments: • Natural supports within sub-environments: • Do this for all of the sub-environments (e.g., classes, locations) a student may access in a day within your school

30. Next, Conduct an Activity Analysis

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

32. Bryant, D.P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston: Allyn & Bacon. Bryant, D.P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston: Allyn & Bacon.

33. ADAPT Framework/ An Instructional PlanningFramework • Ask: What am I requiring the student to do? (Lesson Plans, Co-Planning) • Determine the prerequisite skills (Task analyze-What all students are doing) • Analyze the student’s strengths and needs (Task analyze-What is the target student doing) • Propose and implement adaptations (Identify objectives and adaptations) • Test to determine if the adaptation helped the student accomplish the task (Data collection plan)

34. A- Ask what am I requiring? • In general education settings, “What are the standards for all students?” • Collaborate with GE teacher to obtain schedule, activities, homework, etc. • Lesson Plan to ensure participation and success towards objectives • Multi-Disciplinary Team- Individual student planning

35. Curriculum Co-Planning Curriculum Co-Planning Teacher(s): _______________________

36. What a FEW of my students will know. What MOST of students will know. What ALL my students will know. Further modifications

37. Determine the prerequisite skills • Directly observe what ALL students are doing. • Activity Analysis- steps they take to achieve the standard • During observation: • Are students successful • Are they good models • Can the provide support to others

38. Analyze target students strengths and needs • Directly observe the target student’s performance (compared to the task analysis of what typical students are doing) • Look for natural supports • Ask: are there things within the room that would provide natural adaptations for the student (i.e. class schedule, organizers, peers)

39. Next, conduct Situational/Task Analysis for Skills in Need of Instruction

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

41. Task Analysis/ Routines Monitoring • Guides the sequence of steps for completing a specific routine/task • Guides student progress on specific routines/tasks • Guides instruction to include generalization & maintenance of all skills used within the routine • Review of student progress at-a-glance for instructional decisions

43. Step 5- Develop an ecological assessment report • Recommendations can be developed for the student’s instructional plan • Outline goals/objectives • Proposed Adaptations • Instructional Plan • Includes Participation Plan for School Day • Data-Plan: how you will assess student progress

44. Participation Plan

45. Participation Plan

46. Propose Adaptations • Based on observations: • Define the outcomes for the student during each activity. • Are there natural supports available? • Are there adaptations/modifications to the curriculum that can be made in order for the student to achieve the outcomes? • Is explicit instruction on specific skills or supports needed?

47. Plan how you will test to determine if plan is working • Data collection plan • What will you collect? • How are you going to use the data? • When do you make decisions using the data?

48. 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

49. Activity #2 • Take the time to complete an ecological inventory of 3 sub-environments (subjects/classes) in your current placement.