Incorporating Philanthropy into the MDS-B Curriculum

1. Incorporating Philanthropy into the MDS-B Curriculum Rachel Chapman

2. Where to start? • Evaluate current IEP goals and objectives of students (driven by ABLLS and LCCE). • Determine where the functional target areas are for each student or group of students (ex. Sorting, counting, matching, packaging). • Use these functional target areas to develop a plan for generalization of skills. • By using philanthropy events to promote generalization of skill we build philanthropy into our curriculums!

3. Here’s an example: ABLLS Sub competency R-Math Skills R3- Counts objects with prompts IEP Goal: Given the verbal prompt “Give me”, Brianna will count 20 objects and hand them to instructor, for 3 correct consecutive probes, as measures by a weekly probe. STO 1 : Given the verbal prompt “Give me”, Brianna will count 10 objects and hand them to instructor, for 3 correct consecutive probes, as measures by a weekly probe. STO 2: Given the verbal prompt “Give me”, Brianna will count 15 objects and hand them to instructor, for 3 correct consecutive probes, as measures by a weekly probe. HOW DO WE GENERALIZE THIS USING A PHILANTHROPY PROJECT??

4. CURRICULUM SKILL: Counting objects GENERALIZATION OF SKILLS: -Counting dog biscuits for the dog biscuit fundraiser -Counting straws for Alex’s Lemonade Stand

5. Let’s Look at Another Example: LCCE Competency 1: Sub competency 1-Managing Money • Identifying Coins IEP Goal: During intensive teacher time or when in the community, Jake will identify coins, for three correct consecutive probes, as measured by a weekly probe STO: During intensive teacher time or when in the community, Jake will identify penny, for three correct consecutive probes, as measured by a weekly probe STO: During intensive teacher time or when in the community, Jake will identify nickel, for three correct consecutive probes, as measured by a weekly probe STO: During intensive teacher time or when in the community, Jake will identify dime, for three correct consecutive probes, as measured by a weekly probe STO: During intensive teacher time or when in the community, Jake will identify quarter, for three correct consecutive probes, as measured by a weekly probe

6. CURRICULUM SKILL: Coin ID GENERALIZATION OF SKILLS: -Have student take money at fundraiser and match coin to compartment in cash box

7. There are many areas where you can use philanthropy events to promote generalization of skills across settings. Here are a few more examples of skills sets that are generalized during philanthropy events: • Peer interaction • Age appropriate behavior • Shopping using a grocery list • Sorting • Packaging • Cooking skills (i.e. stirring/pouring) • Fine and gross motor skills

8. Helpful Hints: Another great element when incorporating philanthropy events into the MDS-B Curriculum is to get the kids involved in the cause. Many foundations have websites and videos that will serves as instructional aides. Depending on the event you develop, even visiting the site is a possibility!

9. Great Resources: www.alexslemonade.org- VERY helpful and user friendly! www.childrenscancer.org- Great supplemental information!

10. We would like to thank all childhood cancer fighters, especially Alex and Leah, who remind us every day toCELEBRATE LIFEbecause it is short but SWEET for certain!

11. PHOTOS COURTESY OF www.alexslemonade.org

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