Presentation on theme: "Staff Development August 22, 2005 Angela McNeece Imperial County Office of Education SEACO Curriculum Guide."— Presentation transcript:
Staff Development August 22, 2005 Angela McNeece Imperial County Office of Education SEACO Curriculum Guide
NCLB and Special Ed NCLB requires each state to establish challenging academic standards for students - including students with disabilities Beginning with the 2005-06 school year students in 3rd through 8th grades plus one year in grades 10 to 12 are to be assessed in the areas of Language Arts and Math Beginning in the 2007-08 school year Science assessment will be administered to students in grades 3-5, 6-9, and 10-12 (one grade in each level)
NCLB and California California currently assesses Grades 2-8 in E/LA and Math and Grade 5 in Science Grades 9-11 in E/LA, Math, and Grade 9 in Science Grades 4 and 7 in Writing California has an approved Accommodation / Modification matrix which can be downloaded: http://www.cde.ca.gov/ta/tg/hs/accmod.asp California has an alternate assessment for students with the most significant disabilities - CAPA
Selecting the Standards October 2001 the Alternate Assessment Advisory Workgroup reviewed grades K-12 California content standards for E/LA, Math, Science, History-Social Science Standards most appropriate for students with significant disabilities were prioritized A priority variable from 1-5, with 5 being the highest was assigned to each standard The content standards were viewed as a continuum of skills with functional skills being prerequisites for the more advanced academic curriculum skills
Selecting the Standards The committee used the following questions to guide their selection: Does this standard reflect an important curriculum goal for all students, including students with significant cognitive disabilities? Can a functional performance indicator be written to show progress toward mastery of the standard? Could this standard be considered appropriate if communication modes are expanded to include modified input and output tools? (i.e., communication boards, sign language, pictorial representation) At no time were any standards changed!
Functional Performance Indicators Were developed by a representative group of California teachers Link functional skills to the standard Are listed somewhat sequentially Were intended to help teachers tie functional skills to core content areas Are not an all inclusive list Became the basis for CAPA
Updated SEACO Curriculum Guide Based on the subset of standards and functional performance indicators established by the Alternate Assessment Advisory Workgroup in October 2001 Intended to help teachers navigate through the core content standards Not a scope and sequence Broken into two distinct areas Core Content Access Instructional Best Practices
Standards-Based IEPs Tie individual student needs to state standards Show access and progress in the general education curriculum Allow general ed and special ed to speak the same language Are used as a framework for teaching Tell what to teach, not how to teach Present many challenges for teachers of students with significant disabilities
Core Content Access Introduction Assessment - includes data collection samples IEP Development Task Analysis English/Language Arts English Language Development (ELD) - NEW!! Mathematics Science History-Social Science Health Physical Education Visual and Performing Arts (under construction) Resource Section for each Core Area
Lakeshore PO Box 6261 Carson City, CA 90749 1-800-421-5354 lakeshorelearning.com School supplies, teaching materials and classroom tools for early childhood, elementary, high school and adult education. 1-24 The Learning Connection P.O. Box 518 19 Devane Street Frostproof, FL 33843 Tlconnection.com Take-Home PK-8 literacy programs. Themes are interdisciplinary and include Language Arts - Reading & Writing; Math; Science / Health; Multicultural Social Studies; and Bilingual English / Spanish. 1-15 Learning Resources 380 N. Fairway Dr., Dept 21315T Vernon Hills, IL 60061 Learningresources.com 1,200 products in the following areas: early childhood, geography, language, math, measurement, pretend play, and science. 1-15 LANGUAGE ARTS INSTRUCTIONAL MATERIALS VendorDescriptionStandard
LANGUAGE ARTS TECHNOLOGY/COMPUTER SOFTWARE VendorDescription
Functional Skill Areas Communication Self Care/Independent Living Motor Skills/Mobility Functional Academics Vocational Social-Emotional Recreation-Leisure
Alignment Matrix Communication Self-Care / Independent Living Motor Skills / Mobility Functional Academics Vocational Social / Emotional Recreation / Leisure English/Language Arts XXXXXXX Mathematics XXXXX Science XXXXX History-Social Science XXXXX Health XXXXX Physical Education XXXXX Visual and Performing Arts XXXXX
Using the Curriculum Guide E/LA Table of Contents Standard 1 – Recognize and name all uppercase and lower case letters of the alphabet FPI 1.1 – Student will recognize pictures for specific activities FPI 1.2 – Student will distinguish letters from non-letters FPI 1.3 – Student will match same case letters FPI 1.4 – Student will match lower case to upper case letters FPI 1.5 – Student will produce ABC’s FPI 1.6 – Student will alphabetize to find words in a list
IEP COMPONENT CHECKLIST Present Levels Outcome of previous year’s objectives Rationale for proposed goals and objectives Baseline present level for proposed goals and objectives Reference to most recent triennial recommendation(s) Level of instruction for EL student Annual Goal (leading to educational benefit) Anticipated date of completion of annual goal (mm/dd/yy) Alignment with state standards using Functional Performance Indicator Terminal Performance Objective (the final objective) including: Observable Behavior Criteria Mastery Method of Measurement Professional(s) Responsible Short-term Objectives Anticipated date of completion of each short-term objective Observable behavior to be demonstrated by the student Conditions under which the student will perform the behavior Criteria or standard of performance which is required for learning Mastery or length of time required to know that the student has mastered the skill Method of Measurement Professional(s) Responsible for implementation of short-term objective
E/LA Example #1 Functional Skill: Communication (Receptive) Standard: E/LA 17- Understand and follow one- and two-step directions Functional Performance Indicator: Perform action to comply with 1-step direction Goal: By (mm/dd/yy), Jennifer will perform action to comply with a one-step direction by touching 5 named body parts within 5 seconds of verbal request 80% of trials for 5 consecutive trial days as observed and recorded by staff.
E/LA Example #1 plus ELD Functional Skill: Communication (Receptive) Standard: E/LA 17 - Understand and follow one-and two-step directions ELD Standard: Respond to simple directions and questions using physical actions and other means of nonverbal communication Functional Performance Indicator: Perform action to comply with 1-step direction Goal: By (mm/dd/yy), Jennifer will perform action to comply with a one-step direction by touching 5 named body parts within 5 seconds of verbal request 80% of trials for 5 consecutive trial days as observed and recorded by staff.
Math Example #1 Functional Skill: Functional Academics Standard: Math 1 - Count, recognize, represent, name and order a number of objects (up to 30) Functional Performance Indicator: Will count using 1:1 correspondence Goal: By (mm/dd/yy), given assistance with pointing and given verbal direction, Leonardo will count up to 5 objects using 1:1 correspondence over 80% of trials for 5 consecutive trial days as observed and recorded by staff.
Math Example #1 plus ELD Functional Skill: Functional Academics Standard: Math 1 - Count, recognize, represent, name and order a number of objects (up to 30) ELD Standard: Begin to speak with a few words or sentences by using some English phonemes and rudimentary English grammatical forms Functional Performance Indicator: Will count using 1:1 correspondence Goal: By (mm/dd/yy), given assistance with pointing and given verbal direction, Leonardo will count up to 5 objects using 1:1 correspondence over 80% of trials for 5 consecutive trial days as observed and recorded by staff.
Science Example #1 Functional Skill: Functional Academics Standard: Science 1 - Compare and sort common objects by one (1) physical attribute (e.g., color, shape, texture, size, weight) Functional Performance Indicator: Sort objects by color Goal: By (mm/dd/yy), when presented with 5 colors 1 at a time, Leonardo will sort objects by color by verbally labeling color within 5 seconds of verbal request 80% of trials for 5 consecutive trial days as observed and recorded by staff.
Science Example #1 plus ELD Functional Skill: Functional Academics Standard: Science 1 - Compare and sort common objects by one (1) physical attribute (e.g., color, shape, texture, size, weight) ELD Standard: Begin to speak with a few words or sentences by using some English phonemes and rudimentary English grammatical forms Functional Performance Indicator: Sort objects by color Goal: By (mm/dd/yy), when presented with 5 colors 1 at a time, Leonardo will sort objects by color by verbally labeling color within 5 seconds of verbal request 80% of trials for 5 consecutive trial days as observed and recorded by staff
Instructional Best Practices Best Practices - contains information to assist teachers in writing professional goals and is a guide for general education administrators who supervise special education certificated staff Classroom Organization Scheduling Lesson Plans Substitute Plans Community Based Instruction Assistive Technology Integration Mainstreaming Inclusion Transition The L.I.S.S.T. and The B.R.I.D.G.E. - NEW!! Glossary Paraeducators Physical Room Arrangement Grouping of Students
Lakeshore SEACO and Lakeshore have joined together to produce this updated version which includes: Two binders - Core Content Access and Best Instructional Practices Sample Goal Strip CD with supplemental materials
CD with Supplemental Materials IEP Component Checklist Data Collection Forms CBI Forms Transition Guide Sample Mainstreaming and Integration Forms The LISST The BRIDGE
The L.I.S.S.T. Developed by Orange County Department of Education Listing of Independent Student Skills for Teachers Contains 27 skill areas which are roughly sequenced based upon typical development Serves as a reference for developing goals and objectives
The B.R.I.D.G.E. Developed by Orange County Department of Education Building Relevance Into Daily Generalization Experiences Intended to assist students in performing mastered skills in additional settings, with additional materials and with additional people Is a collection of 184 letters to parents with suggested activities for generalization Will be available in Spanish in the near future
THEMATIC UNIT PLAN Unit Theme: Lewis and Clark Core Area: MathGrade Level: Early Elementary CAPA Level: 1 2 3 4 5 Standard for the Thematic Unit: Math #1 – count, recognize, represent, name and order a number of objects (up to 30) Functional Performance Indicator: 1.6 - student will count using 1:1 correspondence Lesson: Art Activity - 1804 Flag Student Outcome(s): Student will count objects up 15 CSTP: Planning Instruction and Designing Learning Experience (BP-7) ASSESSMENT/ DATA COLLECTION INSTRUCTIONAL STRATEGIES/ TASK ANALYSIS ADAPTATIONS/ ASSISTIVE TECHNOLOGYMATERIALS INTEGRATION/ INCLUSION Pre Test Establish baseline. Have students participate in counting activities (e.g., count # of students in class, count money, plates, cups, etc. to determine the number of items for which they can maintain 1:1 correspondence Ongoing Continue to embed counting 1:1 throughout the day (e.g., matching silverware to number of students using instructional plan sheet (A-24 or 25) Post Test Count number of stars and stripes on flag made by student Art activity linked to Lewis and Clark lesson Make flag from 1804 With a model of the 1804 flag, paste stripes in proper sequence (red, white, etc.) and paste the stars on the remaining blue section of the flag With instructor pointing to the stars and strips, count the number of items Instructor to provide level of prompting needed for student to be successful Provide positive reinforcement and/or correction procedure as needed. Visual Stripes can be of differing textures – one for white and a different one for red Stars can be outlined with glue that has then dried Auditory Demo art project Use gestures/sign language Display picture schedule of activity Kinesthetic/Sensory Use hand over hand to help student do art project Use physical prompt to move student’s hand from when star to another while counting Use switch to give direction to classroom staff to put project together Red, white and blue construction paper Red and white cut into stripes White stars Blue rectangle Glue Textured paper Sandpaper Wallpaper Felt Reverse mainstreaming Complete project with peer support If lesson done in general ed classroom, use IN-2 for planning with general ed teacher CBI/TRANSITION Take completed 1804 flag and compare to flag on school site flagpole PLAN FOR GENERALIZATION Send flags home w/BRIDGE letter and ask parents to count stars and stripes with student. (B-133) ELD Standard – Begin to speak with a few words or sentences by using some English phonemes and rudimentary English grammatical forms
Next Steps Continue work with Lakeshore for development of instructional materials to support curriculum. Lakeshore is pursuing process through CDE to be able to purchase through state textbook funds. Continue work with CDE Alternate Assessment Workgroup and Advisory Committee for changes to CAPA and modify curriculum guide as necessary. Development of computerized IEP systems which incorporate sample goals from curriculum. Continue to conduct regional Training of Trainers.
Questions/Contact Information Angela McNeece Special Education Director Imperial County Office of Education 1398 Sperber Road El Centro, CA 92243 760-312-6428 phone 760-312-6530 fax firstname.lastname@example.org