Staff Development August 22, 2005 Angela McNeece Imperial County Office of Education SEACO...

Staff Development August 22, 2005

Angela McNeeceImperial 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 disabilitiesBeginning 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 MathBeginning 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 StandardsOctober 2001 the Alternate Assessment Advisory Workgroup reviewed grades K-12 California content standards for E/LA, Math, Science, History-Social ScienceStandards 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 StandardsThe 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 teachersLink functional skills to the standardAre listed somewhat sequentiallyWere intended to help teachers tie functional skills to core content areasAre not an all inclusive listBecame 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 2001Intended to help teachers navigate through the core content standardsNot a scope and sequenceBroken into two distinct areas Core Content Access Instructional Best Practices

Standards-Based IEPsTie individual student needs to state standardsShow access and progress in the general education curriculumAllow general ed and special ed to speak the same languageAre used as a framework for teachingTell what to teach, not how to teachPresent many challenges for teachers of students with significant disabilities

Core Content AccessIntroductionAssessment - includes data collection samples

IEP DevelopmentTask AnalysisEnglish/Language ArtsEnglish Language Development (ELD) - NEW!!MathematicsScienceHistory-Social ScienceHealthPhysical EducationVisual 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.

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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.

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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

Vendor Description Standard

LANGUAGE ARTS TECHNOLOGY/COMPUTER SOFTWARE

Vendor Description

AbleNet 1081 Tenth Ave. S.E. Minneapolis, MN 55414 Ablenetinc.com

Switches, communication aids, software and computer access, teacher resources.

Attainment Catalog PO Box 930160 Verona, WI 52593-0160 1-800-327-4269 attainmentcompany.com

Special needs curriculum, videotapes, software, and hands-on manipulatives in life skill areas (math, language arts and reading.

The Apple Computer Disability Solutions Store 1-800-600-7808 apple.com/disability/

MacIntosh solutions for children and adults with disabilities.

Broderbund Software 1-800-521-6263 broderbound.com

Educational software including Active Mind Series, which targets reading, writing, and math for children from Pre-K to Grade 12.

CURRICULUM USAGE FLOW CHART AND DEFINITIONS

Core

Standards

Strands

Functional Performance Indicators

Sample Goals

Other Sample Behaviors/Activities

Resources

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Key subject areas as defined in the California Framework (English/Language Arts, Mathematics, Health, Physical Education, etc.)

Standards are what students are supposed to learn and be able to do in a particular

subject area.

Strands represent sub-topics within a core.

Functional Performance Indicators are the links to the standard. They need to be expanded to include the specific measurable components of a well-written goal.

A S S E S S M E N T

Models of various goals that can be used in IEP development are given for each Functional Performance Indicator. Each goal should include the following components: date of completion, student's name, condition, observable behavior, criterion, mastery and measurement.

Examples of behaviors that can be modified and/or added to in order to meet the objectives. Examples of different activities that can be used with the Functional Performance Indicator.

Additional information and materials to help the teacher implement the curriculum guides.



Functional Skill Areas

CommunicationSelf Care/Independent LivingMotor Skills/MobilityFunctional AcademicsVocationalSocial-EmotionalRecreation-Leisure

Alignment Matrix

Com

mu

nic

atio

n

Self-C

are

/ Ind

ep

en

den

t Liv

ing

Moto

r Skills

/ Mob

ility

Fu

nctio

nal A

cad

em

ics

Vocatio

nal

Socia

l / Em

otio

nal

Recre

atio

n / L

eis

ure

English/Language Arts X X X X X X X

Mathematics X X X X X

Science X X X X X

History-Social Science X X X X X

Health X X X X X

Physical Education X X X X X

Visual and Performing Arts X X X X X

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

English/Language ArtsREADING/WORD ANALYSIS

ELA Standard 1CAPA Levels 2-3

Recognize and name all uppercase and lowercase letters of the alphabet.

FunctionalPerformance

Indicator (FPI)Sample Goal Other Sample Behaviors/Activities

FPI-1.1Student will recognizepictures for specificactivities

By (month/day/year), when transitioning between activitiesthroughout the school day, (student) will recognize pictures forspecific activities by independently going to the next activity onhis picture schedule with (80%) accuracy over (10) consecutivedays as observed and recorded by staff.

Student will identify correct photo by eye gaze whenshown two photos and asked, Ņwhich one is the _____?Ó

Student will identify action photos for specific sportingactivities using eye gaze.

Student will select a picture to communicate a chore.FPI-1.2Student will distinguishletters from non-letters

By (month/day/year), when provided with sorting bins,(student) will distinguish letters from non-letters by sortingcards into letters vs. non-letters with (80%) accuracy for (4) outof (5) trial days as observed and recorded by staff.

Student will point to the correct card when directed toŅShow me which one is a letter.Ó

FPI-1.3Student will match samecase letters

By (month/day/year), when provide with letter cards, (student)will match same case letters for 26 capital letters with (90%)accuracy for (4) out of (5) trial days as observed and recordedby staff.

Student will match pairs of lowercase letters. Student will match same case letters with a template to

form words. Student will play alphabet bingo game.

FPI-1.4Student will match lowercase to upper case letters

By (month/day/year), when provided with lettered cards,(student) will match lower case to upper case letters for 26 pairsof letters with (90%) accuracy for (4) out of (5) trial days asobserved and recorded by staff.

Student will point to correct lowercase letter when shownan uppercase letter.

Student will use a standard keyboard to accurately typeletters/words presented in lowercase.

FPI-1.5Student will produceABCÕs

By (month/day/year), when participating in daily languagecircle, (student) will recite ABCÕs with (100%) accuracy over(4) out of (5) trial days as observed and recorded by staff.

Student will sing alphabet song upon request. Student will put magnetic or block alphabet letters in

correct order. Student will use standard keyboard to accurately type the

26 letters in alphabetical order.FPI-1.6Student will alphabetize tofind words in a list

By (month/day/year), when provided with a telephone book(student) will alphabetize to find words in a list by correctlylocating a given list of names in the book for (8/10) names for (4)out of (5) trial days as observed and recorded by staff.

Student will locate words in the dictionary. Student will find a given list of CDÕs at the music store. Student will locate coupons in an alphabetized file box to

purchase desired items. Student will locate alphabetized books in a library. Student will find a given list of videos at a video store.

English Language Development

READING/WORD ANALYSI S

CAPA Standard ELA-1 CAPA Levels 2-3

Recognize and name all uppercase and lowercase letters of the alphabet.

ELD Level ELD Standard Sample Behaviors/Activities Beginning

Early Intermediate

Early Intermediate

Intermediate

Recognize English phonemes that correspond to phonemes students already hear and produce. Recognize English phonemes that correspond to phonemes students already hear and produce, including long and short vowels and initial and final consonants. Recognize English phonemes that do not correspond to sounds students hear and produce, (e.g., “a” in “cat” and final consonants). Recognize and name all uppercase and lowercase letters of the alphabet.

Student will recognize/identify photos of peers or family members. Student will recognize a known, preferred object or photo when it is

coupled with its English word (e.g., ŅcookieÓ). When shown separate photos of familiar, preferred foods or toys,

student will indicate desire/no desire for that item by a smile, gesture, action, or by an English verbal response for a total repertoire of 10 items.

Student will recognize significant symbols or icons in an English-speaking environment.

Student will recognize symbols for peers in class. Student will point and indicate picture/icon when asked, ŅWhat stands

for cookie?Ó Student will point to correct letter or verbally answer in English when

asked, ŅWhat letter stands for (studentÕs name)?Ó Student will point to or name letters of peersÕ first names. Student will match/say the name of identical alphabet letters of the same

case. Student will match lower case to upper case letters of the English

alphabet. Student will distinguish letters in the English alphabet from non-letters. Student will read aloud the letters of a familiar English word (e.g., M-O-

M). Student will recite ABCÕs of English alphabet along with written script

and modeled example (e.g., say/sing along with teacher or music).

IEP COMPONENT CHECKLISTPresent Levels

Outcome of previous year’s objectivesRationale for proposed goals and objectivesBaseline present level for proposed goals and objectivesReference 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 IndicatorTerminal Performance Objective (the final objective) including:

Observable BehaviorCriteriaMastery

Method of MeasurementProfessional(s) Responsible

Short-term ObjectivesAnticipated date of completion of each short-term objectiveObservable behavior to be demonstrated by the studentConditions under which the student will perform the behaviorCriteria or standard of performance which is required for learningMastery or length of time required to know that the student has mastered the skillMethod of MeasurementProfessional(s) Responsible for implementation of short-term objective

E/LA Example #1Functional Skill: Communication (Receptive)Standard: E/LA 17- Understand and follow one- and two-step directionsFunctional Performance Indicator: Perform action to comply with 1-step directionGoal: 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 ELDFunctional 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 communicationFunctional Performance Indicator: Perform action to comply with 1-step directionGoal: 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 #1Functional Skill: Functional AcademicsStandard: Math 1 - Count, recognize, represent, name and order a number of objects (up to 30)Functional Performance Indicator: Will count using 1:1 correspondenceGoal: 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 AcademicsStandard: 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 formsFunctional Performance Indicator: Will count using 1:1 correspondenceGoal: 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 #1Functional Skill: Functional AcademicsStandard: 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 colorGoal: 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 AcademicsStandard: 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 formsFunctional Performance Indicator: Sort objects by colorGoal: 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 InstructionAssistive TechnologyIntegrationMainstreamingInclusionTransitionThe L.I.S.S.T. and The B.R.I.D.G.E. - NEW!!Glossary

Paraeducators Physical Room Arrangement Grouping of Students

SPECIAL EDUCATION BEST PRACTICES ALIGNED WITH CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION

OVERALL MATRIX

En

gaging an

d Su

pp

orting

All S

tud

ents in

L

earnin

g

Creatin

g and

M

aintain

ing E

ffective E

nviron

men

ts

Un

derstan

din

g and

O

rganizin

g S

ub

ject Matter

Plan

nin

g Instru

ction and

Design

ing L

earnin

g E

xperien

ces

Assessin

g Stu

den

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earnin

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Develop

ing as a

Profession

al Ed

ucator

I. IEP PLANNING

X

X

X

X

II. INSTRUCTIONAL PLANNING

X

X

X

X

X

III. INSTRUCTIONAL MANAGEMENT

X

X

X

X

X

X

IV. PROFESSIONAL GROWTH

X

X

X

Lakeshore

SEACO and Lakeshore have joined together to produce this updated version which includes:Two binders - Core Content Access

and Best Instructional PracticesSample Goal StripCD with supplemental materials

CD with Supplemental Materials

IEP Component ChecklistData Collection FormsCBI FormsTransition Guide SampleMainstreaming and Integration FormsThe LISSTThe BRIDGE

The L.I.S.S.T.

Developed by Orange County Department of Education

Listing of Independent Student Skills for TeachersContains 27 skill areas which are roughly sequenced based upon typical developmentServes 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 ExperiencesIntended to assist students in performing mastered skills in additional settings, with additional materials and with additional peopleIs a collection of 184 letters to parents with suggested activities for generalization Will be available in Spanish in the near future

Aligning LISST Skills to Standards/FPI’s

Skill Area General Knowledge Observable Behavior Knows own first name Knows own first and last name English/Language Arts 5 – Read simple one-syllable and high-frequency words (i.e., sight words)

5.1 Identify name 6 – Match oral words to printed words

6.1 Identify written name when expressed by another 14 – Write by moving from left to right and from top to bottom

14.7 Produce name 15 – Print legibly and space letters, words, and sentences appropriately

15.1 Produce name 17 – Understand and follow one- and two-step oral directions

17.1 Orient in direction of speaker 21 – Stay on topic when speaking

21.1 Stay on topic when speaking 21.2 Interact with person or group regarding specific topic

Mathematics Science History/Social Science 1 – Understand the elements of fair play and good sportsmanship, respect for the rights and opinions of others and respect for rules by which we live, including the meaning of the “Golden Rule”

1.1b Identify own property; distinguish from others Physical Education Health 1 – Develop positive relationships with peers

1.1 Orient toward speaker 1.2 Make eye contact

2 – Develop and use effective communication skills 2.1 Orient toward speaker 2.2 Make eye contact

3 – Identify and share feelings in appropriate ways 3.1 Orient toward speaker 3.2 Make eye contact

13 – Recognize emergencies and respond appropriately 13.3 Know/carry personal information

Visual/Performing Arts

THEMATIC UNIT PLAN

Unit The me: __________________________ Core Area: ___________ Grade Level: ______________ CAPA Level: 1 2 3 4 5 Standa rd for the Thematic Uni t: Functional Performance Indicator: Lesson: _____________________________________ Studen t Outcome(s): California Standard for the Teaching Profession:

ASSESSMENT/ DATA COLLECTION

INSTRUCTIONAL STRATEGIES/ TASK ANALYSIS

ADAPTATIONS/ ASSISTIVE

TECHNOLOGY MATERIALS

INTEGRATION/ INCLUSION

Pre Tes t

Ongoing

Post Test

Visually Impaired

DHH

Kinesthetic/Sensory

CBI/TRANSITION

PLAN FOR GENERAL IZATION ELD Standa rd

THEMATIC UNIT PLAN

Unit Theme: Lewis and Clark Core Area: Math Grade 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 TECHNOLOGY MATERIALS

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

[email protected]

Staff Development August 22, 2005 Angela McNeece Imperial County Office of Education SEACO...

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