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Supporting the Diverse Learner Sue Bednarik, Intensive LS Teacher Megan Heim, Autistic Support Teacher Allison Kuchler, Supervisor of Special Education.

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Presentation on theme: "Supporting the Diverse Learner Sue Bednarik, Intensive LS Teacher Megan Heim, Autistic Support Teacher Allison Kuchler, Supervisor of Special Education."— Presentation transcript:

1 Supporting the Diverse Learner Sue Bednarik, Intensive LS Teacher Megan Heim, Autistic Support Teacher Allison Kuchler, Supervisor of Special Education Susan Klyman, Director of Special Education

2 Considerations  Matching instructional materials to the needs of students (tool box)  Matching instructional materials to how students learn  Learning styles, flexibility in how and what we use to teach (student centered)  Allign to the Common Core Standards Core Standards

3 Intensive Learning Support Students Learning Profiles Difficulty with executive function or self regulation that interfere with their success (Language, short term memory, processing speed and non-verbal reasoning) Difficulty with executive function or self regulation that interfere with their success (Language, short term memory, processing speed and non-verbal reasoning) Require additional time with appropriate instruction, practice and feed back, smaller learning groups and one- on-one instruction Require additional time with appropriate instruction, practice and feed back, smaller learning groups and one- on-one instruction

4 Students with Autism Learner Profiles  Difficulty understanding language rich content.  Short term and long term memory deficits which impedes on building connections while learning.  Benefit from discrete instructional models that promote 1:1, 2:1, 3:1 sessions that integrate correction procedures and behavioral basis for learning.

5 Teaching Approaches  Direction Instruction  Repetitive procedures  Rehearsal of concepts  Errorless Teacher procedures  Ongoing Formative Assessments via Mastery Tests and Oral reading fluency “Check-ins”  Differentiation among learners  Universal Design for learning such as visual components integrated into lessons daily

6 Instructional Approach Carefully constructed lessons Teach explicit strategies Introduce concepts at a reasonable rate Help students make connections Maximize instructional time Provide the practice needed Meet the math standards

7 Reading Mastery  Direct Instruction  Model procedures (I do, We do, You do)  Errorless teaching procedures  Multi-modal approach to teaching (Visual & Vocal)  Differentiation via fast track  Language component*

8 “The Styer-Fitzgerald Program for Functional Academics is a comprehensive approach to teaching real world skills to students with mild, moderate and severe disabilities.”

9 Who would benefit from this program? Any and all students whose IEPs reflect a need for INTENSE FOCUS on functional academics, daily living skill instruction, and/or pre-vocational training

10 Scope and Sequence spans K – 12 Aligned with PA Alternate Standards (and PASA) 13+ Instructional Units at both levels with teacher guides and Iesson plans Aligned assessments IEP goals and progress monitoring tools Guidance charts for developed the Present Levels section of the IEP Materials also provided on CD Has a strong research basis

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12 How would this support the Life Skills classrooms at Centennial? Typically, the students who receive most of their instruction within the LSS classes fit this learner profile, and the program is cohesive and continuous in nature.

13 Can this program help other Centennial students? ABSOLUTELY! Any students whose IEPs reflect a need for functional reading or math instruction, support toward developing skills in independent living, and/or support for developing pre-vocational skills, can strongly benefit from some or all of this program.

14 What to purchase for 2012/13: 2 Elementary classroom sets 2 Secondary classroom sets 10 add’l Student Assessment booklets at each level What to purchase for 2013/14*: add’l Student Assessment booklets as need for new students *it is very likely that it will take a student several IEPs (ie, several school years) to master all aspects of the curriculum, and therefore will not necessarily begin a new Assessment booklet immediately at the start of a new school year; however, the materials should still be available for newly transitioning students

15 Budget Considerations  * Reading Mastery 12/13 school year $ 18,000 12/13 school year $ 18,000 13/14 school year $40,000 13/14 school year $40,000  * Connecting Math Concepts 12/13 school year $14,000 12/13 school year $14,000 13/14 school year $15,000 13/14 school year $15,000  * Touch Math 12/13 school year $ /13 school year $ /14 school year$10,000 13/14 school year$10,000  Styer-Fitzgerald for Functional Academics 12/13 school year $8,000 12/13 school year $8,000 13/14 school year $2,000 13/14 school year $2,000 * Materials currently being used with students as necessary for the start of the school year. Purchased through ACCESS funds.


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