Welcome to week 10 of functional curriculum
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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

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


Updates
Updates 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.

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.


Today s agenda
Today’s Agenda 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.

  • Review Course

  • Discuss academic instruction for students with significant disabilities


Review
Review 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.


External Community Supports 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.

Academic Support System:

Response to Intervention

Social/Behavior Support System: School-wide PBS

Context for: Functional Assessment, Person Centered Planning, & Wraparound


Strength-based shared understanding of : 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.

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


Practice guide for self determination
Practice Guide for Self Determination 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.

Loman et al., 2010


Sailor, 2008 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.


Change
Change 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.


Guiding principles for designing instruction
Guiding Principles for Designing Instruction 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.

  • 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


Capacity building perspective
Capacity-building perspective 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.

  • “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….


Steps in ecological assessment process
Steps in Ecological Assessment Process 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.

  • 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


Activity 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.Analysis

Name: _______________________________ Page:

Date: _______________________________

Sub-environment/Class: _________________________


Bsp results
BSP Results 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.


So this is what we want
So this is what we want…. 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.

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?


Fba summary of behavior
FBA: Summary of Behavior 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.

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


Communication ecological inventory worksheet figure 8 10 p 249 best heller bigge 2005
Communication Ecological Inventory Worksheet 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.(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.


When designing an instructional plan for a student think a b cs
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





Data collection date time 15 minutes
Data collection A,B,Csdate: time: 15 minutes

http://establishingoperationsinc.com/


Developing academic iep goals objectives comprehensive approach
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.


Approaches to determining goals objectives aligned with standards
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


Literacy research for students with significant disabilities
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


Examples of education reading software
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


Math methods for students with significant disabilities
Math methods for students with significant disabilities

  • Browder et al., 2008

    • Meta-analysis on teaching math for students with significant disabilities


Good resource
Good Resource

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


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


Universally designed instruction why
Universally Designed Instruction…Why?

National Center on UDL; www.udlcenter.org


Guideline 1 provide options for perception
Guideline #1: Provide Options for Perception

  • Offer ways for customizing the display of information

  • Offer alternatives to auditory information

  • Offer alternatives to visual information


Guideline 2 provide options for language mathematical expressions symbols
Guideline #2 Provide 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


Guideline 3 provide options for comprehension
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


Universally designed instruction why1
Universally Designed Instruction…Why?

National Center on UDL; www.udlcenter.org


Guideline 4 provide multiple means for action expression
Guideline #4 Provide Multiple Means for Action & Expression

  • Vary the methods for response & navigation

  • Optimize access to tools and assistive technologies


5 provide options for expression communication
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


6 provide options for executive functioning
6. Provide options for executive functioning

  • Guide appropriate goal-setting

  • Support planning & strategy development

  • Facilitate managing information & resources

  • Enhance capacity for monitoring progress


Universally designed instruction why2
Universally Designed Instruction…Why?

National Center on UDL; www.udlcenter.org


7 provide options for recruiting interest
7. Provide options for recruiting interest

  • Optimize individual choice & autonomy

  • Optimize relevance, value, & authenticity

  • Minimize threats & distractions


8 provide options for sustaining effort persistence
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


9 provide options for self regulation
9. Provide options for self-regulation

  • Promote expectations & beliefs that optimize motivation

  • Facilitate personal coping skills & strategies

  • Develop self-assessment & reflection


Universally designed instruction why3
Universally Designed Instruction…Why?

National Center on UDL; www.udlcenter.org


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