Using an Activities Planning Matrix

1. Using an Activities Planning Matrix Mary Reed

2. “…the education of children with disabilities can be made more effective by having high expectations for such children and ensuring their access to the general curriculum to the maximum extent possible.” All students should have access to the general education curriculum. Special education is a resource…. The general education classroom is the first consideration for all students. Individuals with Disabilities Education Act, 1997 …not a place.

3. Instructional Priorities for Students with Autism • Replacement Skills: • General Skills: • Coping and Tolerance Skills: serve same function as the problem behavior broad skills that alter problem behaviors and prevent the need for additional support learning to tolerate difficult situations and cope with frustration

4. “James needs to learn so many skills that aren’t addressed specifically in our academic curriculum. How do I determine which of his targeted skills to focus on for each activity? What adaptations will James need to meet his academic goals?” “I am accountable for the learning of all my students, including Maria, though her educational goals are very different from those of the others. How can I make sure Maria has enough opportunities and support to meet her goals throughout the activities of our weekly schedule, but without compromising thelearning of the other students?” “There are many times I feel Nicole could learn things so much better if I could just provide more individual instruction and additional practice for her. But with so many other students in class each day, it’s nearly impossible to make this happen.” “It’s difficult to create an individualized, yet predictable schedule for Miguel that provides a suitable balance of participation in the community, vocational, social and academic activities. How can this be achieved?” Reactions from Teachers

5. Instructional Circumstances completing cooperative group activities Initiating social exchange with peers Speaking in full sentences Sharing materials/toys with peers Instructional Outcomes Asking for help or materials Time/Activity Morning circle 8:00-8:30 Same as other students Reading Readiness 8;30-10:15 Recognizes all vocabulary words Same as other students Specials 10:15-10:45 Rote count by 10’s to 100 Math 10:45-11:30 Lunch 11:30-12:00 Science/ Social Studies 12:00-1:00 State 3 requirements for plant growth Same as other students Activity choice 1:00 – 1:30 Story time Afternoon circle 1:30-2:05 Responding to specific questions What is an Activities Matrix? Targeted Individual Skills ….a tool that can be used to identify opportunities and plan for the instruction of students with individual educational goals within the context of typical educational activities.

6. Instructional Circumstances completing cooperative group activities Initiating social exchange with peers Speaking in full sentences Sharing materials/toys with peers Asking for help or materials Time/Activity Morning circle 8:00-8:30 Same as other students Reading Readiness 8;30-10:15 Recognizes all vocabulary words Specials 10:15-10:45 Same as other students Rote count by 10’s to 100 Math 10:45-11:30 Lunch 11:30-12:00 Science/ Social Studies 12:00-1:00 State 3 requirements for plant growth Activity choice 1:00 – 1:30 Same as other students Story time Afternoon circle 1:30-2:05 Responding to specific questions Identify potential opportunities to address specific educational goals Targeted Individual Skills Instructional Outcomes • Emphasizes the benefits of inclusion • Clarifies successful outcomes for all students Participate in lunch conversation

7. Individualizing the activity for the learning characteristics and needs of the focus student. “Because I used an activity planning matrix, I knew our seed planting activity would be a good opportunity to address Maria’s social goals. The activity planning matrix made it a lot easier to then think about the supports she would need in it to be successful in the activity.” • Plan instructional activities • Develop curricular adaptations • Utilize environmental supports leaves stem • Environmental supports • Curricular adaptations roots

8. James JANUARY 20-25, 2008 Record assignments in planner Gather work materials Raise hand to particpate or respond Work without disruptions Working independently Language arts Reading spelling Specials Math Social studies Science Identify opportunities to incorporate the student’s unique strengths and interests into instructional activities

9. James JANUARY 20-25 Record assignments in planner Gather work materials Raise hand to particpate or respond Work without disruptions Completing work on the computer Working independently Language arts • Academics goals • Self management goals • Social goals Reading Insure all goals and objectives have been addressed adequately spelling Specials Math Social studies Science

10. ESE teacher, MWF Nicole October 15-20 Targeted Individual Skills Instructional Circumstances Remaining in seat or area Attending to printed materials Raising hand for help or attention Instructional Outcomes Responding to questions Working quietly Time/Activity Language arts ESE teacher, 9:15-9:30 Tu, Th, Fr Reading Specials Math Lunch Science/ Speech pathologist 1:10 – 1:20, Mon, Wed, Fri Social studies Learning centers Classroom paraprofessional, 2:00-2:10, Mon-Thurs Manage Additional Resources and Supports

11. SLP OT PT Instructional Circumstances Physically navigates environment Uses writing utensil w/ modified grip Req/offers materials to peers Manipulates variety of materials Instructional Outcomes Remains with peers Time/Activity Morning circle 8:00-8:30 Same as other students Reading Readiness 8;30-10:15 Recognizes all vocabulary words Same as other students Specials 10:15-10:45 Rote count by 10’s to 100 Math 10:45-11:30 Lunch 11:30-12:00 Science/ Social Studies 12:00-1:00 State 3 requirements for plant growth Same as other students Activity choice 1:00 – 1:30 Story time Afternoon circle 1:30-2:05 Responding to specific questions What is an Activities Matrix? Targeted Individual Skills ….a tool that can be used to identify opportunities and plan for the instruction of students with individual educational goals within the context of typical educational activities.

12. Develop an individualized schedule for the student • Supports individualized scheduling • Insures balance across instructional areas • Promotes team based planning

13. Provide Accountability • Consistent supervision and instruction across team members • Provides a written record

14. “How Do I Do It?” • A blank activity planning matrix • The daily classroom schedule • Student’s IEP • A curriculum guide • Time

15. Instructional Circumstances Time Activity Morning circle 8:00-8:30 Reading Readiness 8;30-10:15 10:15-10:45 Specials 10:45-11:30 Lunch Science/ Social Studies 12:00-1:00 1:00 – 1:30 Story time Afternoon circle 2:02-2:15 Dismissal List the sequence of daily school activities down the left hand column • Include any regularly occurring, non-instructional activities • Specialized services • Instructional activities outside the classroom • Community participation activities • Work experience Activity choice 1:30-2:05

16. Instructional Circumstances Initiating social exchange completing group activities Asking for help or materials Sharing materials/t Speaking in full sentences Time Activity Morning circle 8:00-8:30 Reading Readiness 8;30-10:15 10:15-10:45 Specials 10:45-11:30 Lunch Science/ Social Studies 12:00-1:00 1:00 – 1:30 Story time Afternoon circle 2:02-2:15 Dismissal List the student’s instructional goals and objectives across the top • Address current top priorities • Address others as needed • Some goals and objectives will be addressed consistently across all activities • Others are associated with very specific times and places Targeted Individual Skills Activity choice 1:30-2:05

17. Decide the student’s level of participation in each activity • Determine extent top learning priorities can be addressed within the proposed activity • Not every activity will provide the right circumstances • Creative solutions • Alternative activity or setting • Instruction at home

18. Determine the necessary accommodations, modifications and supports • How can the student’s learning priorities, such a making friends or gaining better independence, be addressed through this activity? • What changes either in the activity itself or the classroom environment, may be needed to meet the student’s instructional goal? • Are there any other supports that will be necessary in order for the student to be successful?

19. “How Do I Know If It’s Working?” • Is the student meeting the learning outcomes you’ve set for them in each activity? • Do you feel the accommodations, modifications and supports you’ve created are promoting the student’s learning and success? • Have you gathered data that demonstrates an increase in targeted skills? • Do other team members feel the student is being successful in their activities and interactions? • Do you and your team members feel the Activities Planning Matrix allows you to plan in a more precise, efficient yet creative manner?

20. “Where Can I Learn More?” Doyle, M.B. (1997). The paraprofessional’s guide to the inclusive classroom: working as a team. Baltimore: Paul H. Brookes . Falvey, M., Coots, J., Bishop, K., & Grenot-Scheyer, M. (1989). Educational and curricular adaptations. In S. Stainback, W. Stainback & M. Forest. (Eds.). Educating all Students in the mainstream of regular education (pp. 143-158). Baltimore, MD: Brookes. Giangreco, M.F., Cloninger, C.J., & Iverson, V.S. (1993). Choosing options and accommodations for children: a guide to planning inclusive education. Baltimore, MD: Brookes. Rainforth, B., York, J., & MacDonald, C. (1992). Collaborative teams for students with severe disabilities. Baltimore, MD: Brookes. Williams, W. & Fox, T. (1989). Individual program design series. Burlington: Center for Developmental Disabilities, University of Vermont.

21. Blank Forms • Planning matrix • Completed example • Planning matrix with instructional outcomes • Completed example • Planning matrix with support codes • Completed example