1. Making the Links: What is an example? What is not an example?

2. Example of making the link EXAMPLE – 6 th grade Algebra Skill – – The student records the number of tokens (stars) obtained for appropriate behavior during the day and the number of prizes she received on a graph every day of the week – AND answered questions about the graph Curriculum – – M6A2 Students will consider relationships between varying quantities – a. Anlayze and describe patterns arising from mathematical rules, tables, and graphs Materials – Behavior graph

3. Examples of making the link Asking the questions AspectImportant InformationIs it a link? Student Skill Graphing and answering questions about how many tokens it takes to get a prize, how many prizes were received on which day Student answers questions (skill) about the changing number (numerical pattern) of tokens and prizes using the graph (activity and materials) – YES, THIS LINKS! Curriculum Analyze (answer questions about) numerical patterns (how things change) from data in graphs Activity/ Materials Graphs with information about two things related to each other – number of tokens and number of prizes

4. Example of NOT making the link EXAMPLE – 3 rd grade Reading Comprehension Skill – – The student answers questions about stories presented – The student makes predictions about what will happen next in stories presented Curriculum – – ELA3R3 – The student uses a variety of strategies to gain meaning from grade-level text. The student – b. Makes predictions from text content Materials – Grade level books, communication device with tactile symbols

5. Examples of NOT making the link Asking the questions AspectImportant InformationIs it a link? Student Skill Answering questions about “what happened next” in the stories presented, answering questions about “what do you think will happen when..” while listening to stories presented Student makes a guess about what will happen next in the story with her communication device – YES, THIS LINKS! Student answers questions (skill) about the what happened in the book using AT– NO, THIS DOESN’T LINK! Curriculum Make predictions (make guesses about future events) from information presented in stories Activity/ Materials Grade and age appropriate books and communication device What Could Be Done? Make sure that student makes guesses in every activity OR choose another element – a. reads a variety of text for information and pleasure

6. Making the Links: Trying it out

7. Trying it out – working together to determine if the links have been made During this activity, you will be asked to determine if the following examples: – Demonstrate important skills – Align to the element stated – Are appropriate tasks/materials – Can be changed to show a better link if needed

8. Example 1: Numbers and Operations Skill: Matching numerals (prerequisite skill) – Materials: Number cards - starting with a color cue and fading the cue Element: M7A1a: Translate verbal phrases to algebraic expressions Activity: Student will match numerals 1, 2, and 3, beginning by using the color and then moving to no cues

9. Example 1 : What this would look like Activity 1Activity 2 Activity 3 Activity 4

10. Questions Is matching numerals an important skill for this student? YES or NO Is matching numerals a prerequisite skill for the element of Translate verbal phrases to algebraic expressions– does the matching (the way the student responds) of numerals on cards (the materials) lead to the eventual completion of the task? YES or NO Does this skill align to the element? YES or NO YES NO

11. Questions Is matching numerals an important skill for this student? YES Is matching numerals a prerequisite skill for the element of Translate verbal phrases to algebraic expressions– does the matching (the way the student responds) of numerals on cards (the materials) lead to the eventual completion of the task? NO Does this skill align to the element? NO YES NO

12. Does it make the link? NO! Asking the questions AspectImportant InformationIs it a link? Student SkillMatching numerals Student matches numerals (skill) using cards placed on the table (activity/ materials) after being instructed by the teacher– NO, THIS DOESN’T LINK! Element Listening for parts of an equation and then developing the equation Activity/ Materials Teacher places numeral cards with various color cues on the table and asks students to match the cards What Could Be Done?

13. What’s missing to make the link? Vote for: – A: An appropriate student response (matching is not appropriate for this link) – B: Appropriate materials (number cards are not appropriate for this student) – C: Verbal expressions (to meet this element, the student should have to listen and make choices)

14. What’s missing to make the link? Vote for: – C: Verbal expressions (to meet this element, the student should have to listen and make choices)

15. Examples of what could be done Asking the questions AspectImportant InformationIs it a link? Student SkillMatching numerals Student matches numerals (skill) using cards placed on the table (activity/ materials) after being instructed by the teacher– NO, THIS DOESN’T LINK! Element Listening for parts of an equation and then developing the equation Activity/ Materials Teacher places numeral cards with various color cues on the table and asks students to match the cards What Could Be Done? The student listens and puts the numeral card into the correct spot on a board after the teacher says the numeral as part of a simple equation

16. What this would look like Teacher says “We have three crackers. We put one cracker on the plate. How may crackers are left? Three minus one equals two.”

17. What this would look like Teacher says “We have three crackers. We put one cracker on the plate. How may crackers are left? Three minus one equals two.” “three” “one”“two”

18. Example 2: Reading Comprehension Skill: Utilizing a switch to interact with instructional equipment, i.e., PowerPoint presentation (access skill) – Materials: Toggle switch, computer interface, computer, “Frankenstein" Level 3 -- Penni Singleton (Cherokee County Schools) and Daniela Singleton from Resource Board, picture of characters from presentation (enlarged for student)

19. Example 2: Reading Comprehension Element: ELAALRL1 a: Locates and analyzes such elements in fiction as language and style, character development… Activity: The student will advance the PowerPoint slide of the adapted story each time a certain character appears

20. Example 2: What this would look like

22. Questions Is accessing instructional material through the use of a switch an important skill for this student? YES or NO Is recognizing the appropriate time to activate the switch (such as when a familiar picture or item appears) and important skill for this student? YES or NO YES NO

23. Questions Is accessing instructional material through the use of a switch an important skill for this student? YES Is recognizing the appropriate time to activate the switch (such as when a familiar picture or item appears) and important skill for this student? YES YES NO

24. Questions Is recognizing a character from a grade level story a prerequisite skill for this element of locates and analyzes such elements in fiction as character development – when the character appears (material), does the use of the switch (the way the student responds and shows comprehension) lead to the eventual completion of the task? YES or NO Does this skill align to the element? YES or NO YES NO

25. Questions Is recognizing a character from a grade level story a prerequisite skill for this element of locates and analyzes such elements in fiction as character development – when the character appears (material), does the use of the switch (the way the student responds and shows comprehension) lead to the eventual completion of the task? YES Does this skill align to the element? YES YES NO

26. Examples of making the link Asking the questions AspectImportant InformationIs it a link? Student Skill Using the switch to advance a PowerPoint presentation when a certain character is recognized Student recognizes a character (element) and shows recognition by activating a switch (skill) to advance the PowerPoint of a grade level text – YES, THIS LINKS! Element Locates information about character development Activity/ Materials Assistive Technology that allows student to interact with materials, adapted grade level text

27. Making the Links: Review

28. Making the Links: A Review The components for making links are the student skill, the activity, and the curriculum The teacher needs to be familiar with each aspect and how they work together to lead to student learning Gaps can be filled by adjusting the skill to meet the element, finding a more appropriate element, or changing activities and materials

29. Resources and Contacts Resources: – GPS for Students with Significant Cognitive Impairments (www.georgiastandards.org/impairment.aspx)www.georgiastandards.org/impairment.aspx – Access to the GPS Resource Board Contacts: – Toni Bowen – tbowen@doe.k12.ga.ustbowen@doe.k12.ga.us – Kayse Harshaw – sharshaw@doe.k12.ga.ussharshaw@doe.k12.ga.us