SAMchoolwidepplicationsodel

SAMchoolwidepplicationsodel

SAMSAM

choolwidepplicationsodel

http://www.youtube.com/watch?v=bllazKRgwHM

Updates

• Task Analysis #3• June 10th- Ecological Assessment Report

• Videos of AAC assessment on Wiki

Horner (2011)

Social/Behavior Support System: School-wide PBS

Academic Support System: Response to Intervention

External Community Supports

Context for: Person Centered Planning, Functional Assessment & Wraparound

I hear “One

Voice”

Self-determinationIndependence, Interdependence,

Opportunities to Act

-e.g., Goal setting, choice-making, self-management

Assistive TechnologyOperational CompetenceMulti-modal expression

e.g., How to use devices, low & hi tech options

Personal RelevanceRelated to individual needs

e.g., social skills, daily living, vocational

Pivotal SkillsImportant to learning across content

areas e.g., selecting from a field of 4, using asking /answering “Wh” questions, sequencing events, using graphic

organizers

Grade Level Content

Standards

Qualities of a Well-Designed Standards-Based IEP (modified from Wakeman et al., 2010)

Steps in Ecological Assessment Process

• Step 1: Plan with Student & Family • Person-centered Planning

• Step 2: Summarize what is known about the student• Record Review, IEP Review

• Step 3: Encourage Self-Determination/ Assess Student Preferences• Preference Assessment

• Step 4: Assess student’s instructional program• Daily Schedule Analysis• Task Analyses• Other Assessments

• Step 5: Develop ecological assessment report• To inform IEP: PLAAFP, Goals & Objectives, Interventions

Ecological Inventory of Communication Skills

Steps in Activity

Natural Cues

Comm. Skills Needed

Student Performance

Discrepancy Analysis

Interv.Plan

Receptive or Expressive

+ or - Why student isn’t doing the step

suggestions

SETT- similar to ecological inventoryStudent

SEnvironment

ETask

TTools

T•What are the student’s current abilities?

•What are the student’s special needs?

•What are the functional areas of concern?

•What activities take place in the environment?

•What activities do other students do that this student cannot currently participate in?

•What assistive technology does the student have access to or currently use?

•What specific tasks occur in the environment?

•What activities is the student expected to do?

•What does success look like?

•Are the tools being considered on a continuum from no/low to high-tech?

•Are the tools student centered and task oriented and reflect the student’s current needs?

•What are the training requirements for the student, family and staff?

AASK:

What am I requiring

students to do?

DDETERMINE the prerequisite skills of the task.

AANALYZE the student’s strengths and needs.

PPROPOSE and implement adaptations

TTEST to determine if adaptations helped the student

Standards/ Lesson Plan

Observe steps ALL students are doing to achieve the standard

Observe what TARGET student is doing—what steps can do.

Identify TARGET STUDENT outcomes and adaptations needed based on observation

Create a DATA collection plan.

Bryant, D.P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston: Allyn & Bacon.

Bryant, D.P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston: Allyn & Bacon.

Alternate/ Extended Assessment

Oregon’s Extended Assessment Alternate assessments designed specifically for

students with significant cognitive disabilities. Decision to administer is made by the IEP team Based on alternate achievement standards with

content that is reduced in depth, breadth, complexity,

test results from these assessments are not comparable to results achieved on the state’s general assessment

http://www.ode.state.or.us/search/page/?id=2691

Oregon Extended Assessment Online there is an administration manual,

FAQs for parents, scoring guides, sample tests. http://www.ode.state.or.us/search/results/?id=178

A training and proficiency website is located at: http://or.k12test.com

This website is used by all assessors as

part of the qualification process to become a Qualified Assessor (QA) or Qualified Trainer (QT).

Overview of Extended Assessment Subject areas of Reading, (No longer

doing Writing), & Science. Organized into 3 grade levels

Elementary (grades 3-5)Middle (grades 6-8)High (grade 11)

Mathematics- each grade (3rd -8th , & 11th ) has a unique test

Extended Assessment Format 2 administration formats provided

for each grade level: Standard & Scaffold administration

Each test begins with a “Prerequisite Skills “ task

Followed by 10 content-level Tasks referred to as the “Content Prompts”.Each Content Prompt Task consists of

up to 5 test items.

IEP team decision-making General Assessment Standard Extended Assessment Scaffold Extended Assessment

General Assessment if… Performs at or around grade level Difficulties primarily in reading,

but other subject areas fall within the normal range

Is reading within two to three grades of his/her enrolled level

Standard Extended if… Student well below grade level in

reading Academic difficulties are

generalized (all subject areas) Benefits from specialized

individual supports General curriculum must be

significantly reduced in breadth, depth, & complexity

Scaffold Extended Assessment if… Performance is significantly

impacted due to the nature of disability

Does not read Has academic, mobility, receptive,

& expressive language difficulties that are generalized relies on individual supports & adaptations to access reduced content materials.

Look at some examples Form groups with one person in

each group that has a sample of: MathScienceReadingWriting

Discuss the test items, scoring, & difference between Standard & Scaffold administration items

How would you assess reading for a student that does not use oral communication?

Math? Science? Etc.? Standardized Tests???

Assessing Academic Skills

Whole Class Discussion on Readings

Academic Skills Profile• http://functionalworksample.pbworks.com/

w/file/49653031/Academic%20Skills%20profile.doc

Behavior

you want to Increase or Decrease

Antecedent:

Natural Cue that triggers [or should trigger]….

Consequence:

Natural outcome that consistently occurs afterbehavior

Antecedent Strategies

-Time Delay

-Prompting

-Pre-correction

-Modeling

Instructional Design

-Range of Responses-Range of Examples-Positive Examples-Negative Examples-Minimally Different-Maximally Different

Consequence Strategies

-Differential Reinforcement

-Shaping

-Error Correction

General Case Design— Why?Determine what to teach and features need to vary to increase generalization.

1. Define the Instructional Universe2. Define the Range of Relevant Stimulus and Response Variation3. Select Examples for Teaching & Testing4. Sequencing Teaching Examples5. Teaching the Examples6. Testing with Non-trained Probe Examples

1. Define the instructional universe (IU).---How?-Person-Centered Planning/ File Review/ IEP

2. Define the range of relevant stimulus & response variation within that IU.—-How?

-Task Analysis

3. Select examples for the IU for use in teaching and probe testing.—How? Positive & Negative Examples

4. Sequence teaching examples.---How? Juxtapose maximally different, then minimally different examples.

5. Teach the examples.---How? Using Antecedent & Consequence Strategies

6. Test with non-trained probe examples— How?

General Case Programming

Stimulus Control• Stimulus control refers to change in the likelihood of a

response when a stimulus is presented.

• The stimulus is a signal that if the response is performed, a predictable outcome (consequence) is likely.

• If a person responds one way in the presence of a stimulus and another in its absence, than that stimulus is said to “control” behavior.

• A traffic light is an example

Antecedent/Stimulus:

Green Light

Behavior:

Drive or walk across the street

Stimulus control and teaching• For any skill, teach a) what, b) when, c) why.• What = the new response (skill)• When = the stimulus that signals when to perform the

new response• Why = what is the likely consequence (reward)

Teaching and Stimulus Control• Define the naturally occurring pattern• Setting Event -> Stimulus -> Response -> Consequence

• Define what you will “add” to assist learning.

• Setting Event -> Stimulus -> Response -> Consequence Prompt Extra Reward or Correction

Teaching and Stimulus Control• Define the naturally occurring pattern• Setting Event -> Stimulus -> Response -> Consequence

• Define what you will “add” to assist learning.

• Setting Event -> Stimulus -> Response -> Consequence Prompt Extra Reward or Correction

Step 1- Defining the Instructional Universe• Jamal’s team (Mom, Dad, Jamal, etc.) decided that they

wanted Jamal to ask for a break (behavior) within the following activities:

• 1. In school during a number of activities with a number of peers.

• 2. Activities at home with family members.• 3. Activities in the community (soccer, tennis) with different

coaches and peers.

• For your task analysis how did you define the instructional universe??

Step 2- Identify the Range of Stimulus & Response variation in the Instructional Universe• Range of stimulus (Antecedent) variation

• 1. Activities at school • What can vary? Times of day, activities (difficulty, interest, setting)

peers, staff• 2. Activities at home

• What can vary? Activity (interest, chore, recreational), Parent home• 3. Activities in community? Soccer, Tennis, coaches, peers, etc.

• Range of behavior (requesting a break) variation • Using device (iPad with Proloquo2go)• Pointing to graphic symbol for BREAK• Point to watch (on self or others)• Do this for your Task Analysis…

Step 3- Select examples • Positive examples for when to ask for a break

• 1. Reading sight words with peers• 2. Playing soccer or tennis• 3. Playing games with family

• Negative examples of when to ask for a break• 1. When riding in car/bus to an event• 2. When first asked to do a chore (must attempt chore)• 3. When having to get ready for school.

• Plan to arrange this for your task analysis.• Maybe by interjecting variation/non-examples of stimuli that

student can select from (e.g., different toothpaste tubes)

Step 4- Sequence examples• May teach with the following sequence:• Positive example #1: Reading sight words (OK for break)• Positive example #2: Playing soccer (OK for break)• Negative example #1: Riding to event (Not OK)• Positive example #1: Reading sight words (OK for break)• Negative example #2: Getting ready for school (not OK)• Etc……

• Plan a sequence of how you will interject these positive and negative examples within your task analysis.

Step 5- Teach examples • Use prompts and reinforcers to improve performance.

• Antecedent Strategies• Prompts for Jamal (during times when he should not be using

a break)• Visual Schedule that shows next activity• (if needed) Verbal Prompt• “We’ll take a break and have your favorite snack as soon as you’re

done with setting the table (or whatever task is requested).”

Consequence Strategies• Reinforcers- Verbal praise for working, continuing an activity;

Break with snack for completing an activity• Correction Procedure- cover “Break” card and say “after this”• Outline a Plan for Prompting & Responding

Step 6- Test in non-trained setting • After success with multiple stimuli in trained situations, test

within an un-trained situation (example: tennis [if not used in training] OR math class [if not used in training])

Literacy Instruction for Individuals with Autism, Cerebral Palsy, Down Syndrome, & Other Disabilities• http://aacliteracy.psu.edu/

Reading Assessment & Instruction Activity • 1. You and a partner will be provided a reading domain/skill:

• Phoneme Segmentation• Letter-Sound Correspondence• Decoding• Shared Reading• Sight Word Recognition• Reading Sentences & Simple Stories • Reading Comprehension

• 2. Outline how you will plan to asses a student that is learning to use or is using AAC.• http://aacliteracy.psu.edu/

Design the Instruction of the Reading Skill/Domain• 1. Instructional Universe- what will you teach and to what

extent• 2. A. Range of Response: What will be a correct answer?

• B. Range of Stimulus: What will be the variations in the relevant stimuli (what will you expect to naturally cue the responses)

• 3. Select Positive Examples & Negative Examples• 4. Sequence examples (remember maximal & minimal

differences) :• E.g., “This is a cup” (showing one form of a cup)• “this is a cup” (showing another form of a cup)• “This is not a cup” (showing something that is definitely not a

cup)• 5. Plan to teach the skills (prompting and reinforcement

strategies you will use)

Behavior

you want to Increase or Decrease

Antecedent:

Natural Cue that triggers [or should trigger]….

Consequence:

Natural outcome that consistently occurs afterbehavior

Antecedent GeneralizationStrategies

-Consider features of cue/trigger

-Vary those features

-Natural Setting

-Sufficient Exemplars

General Case Design

-Consider range of Behaviors/Responses

-Select Teaching Examples

-Select Probing/Generalization Examples

Consequence GeneralizationStrategies

-Natural consequences

-Intermittent Schedule of Reinforcement

-Differential reinforcement in “generalization” conditionrather than original condition

Outline a plan for testing if student can generalize and maintain the skills.

• Quality of Inclusion Checklists• http://www.projectparticipate.org/handouts/Parentchecklist7

254.pdf

• http://www3.hants.gov.uk/inclusion_checklist.pdf• http://www.austinschools.org/lifeskills/standards_handbook/

documents/Inclusion%20Checklist%20for%20Your%20School.pdf

SAMchoolwidepplicationsodel

SAMchoolwidepplicationsodel

SAMSAM

choolwidepplicationsodel

Critical FeaturesSchoolwide Applications Model

1. School serves all students.2. All students at school are considered general education students.3. General education teachers assume responsibility for all students at the school.4. School is inclusive of all students for all classroom and school functions.5. School is organized to provide all specialized supports, adaptations and accommodations to

students in such a way as to maximize the number of students who will benefit.6. All students are taught in accordance with the general curriculum.7. The school has an active, Schoolwide Positive Behavior Support (SWPBS) program operating at all 3

levels.8. The school is a data-driven, collaborative decision-making, learning organization with all major

functions guided by team process.9. School effectively utilizes general education students in instruction of students in need of supports

in all instructional environments.10. All personnel at the school participate in the teacher/learning processes and are valued for their

respectively contributions to pupil academic and social outcomes.11. School personnel use a uniform, non-categorical lexicon to describe both personnel and

teetering/learning functions.12. School has established a Site Leadership Team (SLT) empowered by the school and the district to

implement SAM at the school.13. School has working partnership with families of students who attend the school.14. School has working partnership with its community businesses and service providers.15. Sam implementation at the school site is fully recognized and supported by the district.

Self-assessment/Feedback