Middle and High School Citywide Autism Curriculum Project 2008

1. Middle and High School Citywide Autism Curriculum Project 2008 Contact: Cynthia Callanan cynthia.callanan@mpls.k12.mn.us

2. History • Evolution of the Citywide ASD Program • District Mandate • Collaboration • May 2006 Staff Development • 2007 Summer Task Force • Multi-disciplinary High School Task Force

3. Purpose • Student outcomes • MN State Standards • Framework and resources for ASD teachers • ASD program expectations

4. Purpose • Uniformity • Data collection • Training for new teachers • Parents

5. Research based • Sigma 10 • Michelle Garcia Winner • Kari Dunn Buron Baron-Cohen 2006 Frith 1985 & 1989 Klin, Schultz and Volkmar 2003 Thompson 1991 • National statistics • Brenda Smith Myles, et al

6. Skills in Order of Importance • Social Skills – how to engage social interactions. • Daily Living Skills. • Understand Self, especially as it relates to emotional/sensory needs. • Problem Solving Skills. • Academic content.

7. What We Have • Framework Classic ASD IEP-driven diploma Credit-driven diploma • Sequence • Course descriptions

8. What We Have (Cont.) • Course Numbers 07421 07 = special education course Middle digit 1-5 = Transition area Last 2 digits =specific course • Reference to Standards • Counselor support • Highly Qualified Teacher Status

9. Resources Available • PIC • Saxon Math • Kansas Strategies • Corrective Reading/SRA • Earth and Physical Science books • Michelle Garcia Winner Social Skills Books • Updated technology (computers, projectors)

10. Mindreading Software • With the technology available in the classroom, teachers are able to project the program onto the large screen to use the program as a group project, as seen in this video. • Students are able to access the software on an individual basis. • Ties in with social skill group work on awareness of the feelings of others, and perspective-taking

11. Citywide Autism Program Course MapCredit-driven Transcript: These students will take a majority of general education academic classes and meet all high school graduation requirements in the content areas.  They tend to have one period/day of special education services in the Citywide Autism Program to develop social cognitive skills and organizational skills necessary to meet grade-level curriculum standards.  They tend to be college-bound students.  This sequence of courses is directed to this specific population.

13. Citywide Autism Program Course MapIEP-driven Transcript These students may take some general education classes, but need the support of special education services for developing social cognitive skills, communication skills and adapted or modified graduation requirements.  They tend to have two or more periods/day of Special Education services in the Citywide Autism Program.  They are likely to continue in Transition Plus Services to receive services until age 21.

14. Course Title: Study Habits I [Post-Secondary Education & Training] 07130 Course Description: In this course students will work on effective study habits and organization skills.

15. Standards Addressed: II. Writing A. Type of Writing, B. Elements of Composition, C. Spelling, Grammar & Usage; III. Speaking, Listening and Viewing, A. Speaking and Listening Suggested Resources: Sticker Strategies, by Michele Garcia-Winner Strategies for Organization, by Michele Garcia-Winner Taking PSAT and other 10th grade college tests, requesting accommodations The Hidden Curriculum: Practical Solutions for Understanding Unstated Rules in Social Situations, by Brenda Smith Myles Inside Out: What Makes a Person with Social Cognitive Deficits Think, by Michele Garcia-Winner [pp. 136-139,142-157 tips for writing assignments] Teach Me Language, by Sabrina Freeman, Lorelei Drake pp. 387-389, 229-241, Companion exercise forms p 92, pp 81-89 Teaching Study Skills & Strategies, by Stephen S. Strichart, Charles T. Mangrum, Patricia Iannuzzi Graphic Organizers and Activities for Differentiated Learning ADHD Primer ADD Hyperactivity Handbook for Schools Spectrum Test Prep Plus Learning Materials, by School Specialty Publications Putting it In Writing - Reports, Letters, Essays, by School Specialty Publications 25 Prewriting Graphic Organizers and Planning Sheets by School Specialty Publications Asperger Dictionary of Everyday Expressions, by Ian Stuart-Hamilton Succeeding in College with Asperger Syndrome, a Student Guide by John Harpur et al College Transition, a Critical Thinking Approach, by Susan Shapiro Online resource: Study Skills http://tis.mpls.k12.mn.us/Study_Skills.html Online resource: Intervention Central http://www.interventioncentral.org Online Resource: Math Online http://www.mathonline.org/ Online Resource: Atomic Learning http://movies.atomiclearning.com/k12/home Online Resource: Nettrekkerhttp://school.nettrekker.com/subject/ Online Resource: World Book Online http://www.worldbookonline.com/wb/Home Online Resource: Dictionary, Rhyming Dictionary, Thesaurus, and more http://www.kplay.cc/reference.html Online article for teachers: Helping Your Child with Organization and Study Skills By: Joan Sedita (1999) http://www.ldonline.org/article/5884 Minneapolis Public Schools Assistive Technology Dept – contact your Occupational Therapist for access to Kurzweil, AlphaSmart or other assistive technology supports. http://www.kurzweiledu.com/kurz3000.aspx And for alphasmart http://www.renlearn.com/neo/

18. Citywide Autism Program Course MapClassic Autism IEP-driven Transcript: These students will take few if any general education classes, and need full-day support of special education services in the five transition areas, emphasizing social cognitive skills and communication skills.   They are most likely to receive services at Transition Plus Services until age 21.

21. Citywide Autism Program Course Map Middle SchoolCredit – based program These students may take mostly general education classes, but may need the support of special education services for developing social cognitive skills and organizational skills necessary to meet grade-level curriculum standards. They tend to have one period/day of Special Education services in the Citywide Autism Program. They are likely to continue in general education classes in high school with little or no adaptation of curriculum standards as they prepare for post-secondary education in college.

23. Citywide Autism Program Course Map Middle SchoolIEP - based program These students may take individually selected general education classes, and need the support of special education services for developing social cognitive skills, communication skills, and adapted or modified curriculum standards. They may continue in the autism program in high school with emphasis on the five transition areas, special education classes in academic subjects, and electives in general education.

26. Citywide Autism Program Course Map – Middle SchoolClassic ASD – IEP program These students may take elective general education classes, and need the support of special education services for developing social cognitive skills, communication skills, and adapted or modified curriculum standards.  They will continue in the autism program in high school with emphasis on the five transition areas.