Transcript Slide 1

SEACO Curriculum Guide
Staff Development
August 22, 2005
Angela McNeece
Imperial County Office of Education
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
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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
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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:
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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
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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
LANGUAGE ARTS
INSTRUCTIONAL MATERIALS
Vendor
Description
Standard
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
TECHNOLOGY/COMPUTER SOFTWARE
Vendor
AbleNet
1081 Tenth Ave. S.E.
Minneapolis, MN 55414
Ablenetinc.co m
Attainment Catalog
PO Box 930160
Vero na, WI 52593-0160
1-800-327-4269
attainmentcompany.com
The Apple Co mputer Disability
Solutions Store
1-800-600-7808
apple.co m/disability/
Broderbund So ftware
1-800-521-6263
broderbound.com
Description
Switches, communication aids, software
and computer access, teacher resources.
Special needs curriculum, videotapes,
software, and hands-on manipulatives in
life skill areas (math, langu age arts and
reading.
MacIntosh solutions for children and
adults with disabilities.
Educational software including Active
Mind Series, which targets reading,
writing, and math for children from Pre-K
to Grade 12.
CURRICUL UM USAGE F LOW CHART AND DEFINITIONS
Qu i c k T i m e ™ a n d a
d e c o m p re s s o r
a re n e e d e d to s e e th i s p i c t u re .
Qu i c k T i m e ™ a n d a
d e c o m p re s s o r
a re n e e d e d to s e e th i s p i c t u re .
Core
Qu i c k T i m e ™ a n d a
d e c o m p re s s o r
a re n e e d e d to s e e th i s p i c t u re .
Qu i c k T i m e ™ a n d a
d e c o m p re s s o r
a re n e e d e d to s e e th i s p i c t u re .
Standards
Qu i c k T i m e ™ a n d a
d e c o m p re s s o r
a re n e e d e d to s e e th i s p i c t u re .
A
S
S
E
S
S
M
E
N
T
Qu i c k T i m e ™ a n d a
d e c o m p re s s o r
a re n e e d e d to s e e th i s p i c t u re .
Qu i c k T i m e ™ a n d a
d e c o m p re s s o r
a re n e e d e d to s e e th i s p i c t u re .
Strands
Key sub
ject areas asdef ined in the
Calif ornia Framework (English/Language
Arts, Mathematics, Health, Phyical
s
Education, etc.)
Standard
s are what stude
nts are supposed
to learnand be able to do in aparticular
subject area.
Strandsrepresent sub
-topicswithin a core.
Qu i c k T i m e ™ a n d a
d e c o m p re s s o r
a re n e e d e d to s e e th i s p i c t u re .
Functional Performance Indicators
Sample Goals
Functional Perf or
mance Indic atorsare the
links to the standard. They need tobe
expandedto include the specif ic
measurable component
s of a well-written
goal.
Models of v arious goals tha
t can be used in
IEP de
v elopment are giv en f oreach
Functional Perf or
mance Indic ator. Each
goal shoul
d include the f ollowing
component
s: date of completion, stude
nt's
name, condition, observ ab
l e behav ior,
criterion, mastery andmeasu
r ement.
Other Sample Behaviors/Act ivities
Examples of behaviors that canbe
modified and/or added to inorder to meet
the objectiv es. Exam
ples of different
activities that can be used w
ith the
Functional Perf or
mance Indic ator.
Resources
Additional inf ormation and materials to
help theteacher implement the
curriculum guides.
Functional Skill Areas
Communication
Self Care/Independent Living
Motor Skills/Mobility
Functional Academics
Vocational
Social-Emotional
Recreation-Leisure
Alignment Matrix
Motor Skills /
Mobility
Functional
Academics
Vocational
Social / Emotional
Recreation / Leisure
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Mathematics
X
Science
X
History-Social Science
X
Health
X
Physical Education
X
Visual and Performing Arts
X
Communication
Self-Care /
Independent Living
X
English/Language Arts
X
Using the Curriculum Guide
E/LA Table of Contents
Standard 1 – Recognize and name all uppercase
and lower case letters of the alphabet
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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 Arts
READING/WORD ANALYSIS
ELA S tandard 1
CAPA Levels 2-3
Functional
Pe rformance
In dicator (FPI)
FPI-1.1
Student will recognize
pictures f or 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
ABCÕ
s
Re cogn ize an d name al l uppe rcas e and lowercase le tte rs of the alphabet.
Sample Goal
By (m onth/day/year), when transitioning between activities
throughout the school day, (student) will recognize pictures for
specific activities by independently going to the next activity on
his picture schedule with (80% ) accuracy over (10) consecutive
days as observed and recorded by staf f.
By (m onth/day/year), when provided with sorting bins,
(student) will distinguish letters from non-letters by sorting
cards into letters vs. non-letters with (80%) accuracy for (4) out
of (5) trial days as observed and recorded by staff.
By (m onth/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 recorded
by staff.
By (m onth/day/year), when provided with lettered cards,
(student) will match lower case to upper case letters for 26 pairs
of letters with (90% ) accuracy for (4) out of (5) trial days as
observed and recorded by staff.
By (m onth/day/year), when participating in daily language
circle, (student) will recite ABCÕ
s with (100%) accuracy over
(4) out of (5) trial days as observed and recorded by staff.
O ther Sam ple Beh aviors/Activities
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
FPI-1.6
Student will alphabetize to
find words in a list
By (m onth/day/year), when provided with a telephone book
(student) will alphabetize to find words in a list by correctly
locating a given list of nam es in the book for (8/10) nam es for (4)
out of (5) trial days as observed and recorded by staff.

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Student will identify correct photo by eye gaze when
shown two photos and asked, Ņwhich one is the _____?Ó
Student will identify action photos f or specific sporting
activities using eye gaze .
Student will select a picture to communicate a chore.
Student will point to the correct card when directed to
ŅShow me which one is a letter.Ó
Student will match pairs of lowercase letters.
Student will match same case letters with a tem plate to
form words.
Student will play alphabet bingo gam e.
Student will point to correct lowercase letter when shown
an uppercase letter.
Student will use a standard keyboard to accurately type
letters/words presented in lowercase.
Student will sing alphabet song upon request.
Student will put m agnetic or block alphabet letters in
correct order.
Student will use standard keyboard to accurately type the
26 letters in alphabetical order.
Student will locate words in the dictionary.
Student will find a given list of CDÕ
s at the music store.
Student will locate coupons in an alphabetize d file box to
purchase desired items.
Student will locate alphabetize d books in a library.
Student will find a given list of videos at a video store.
English Language Development
READING/WORD ANALYSI S
C APA Standard ELA-1
CAPA Levels 2-3
ELD Le vel
B eginning
Re cognze
i and n ame all uppercase and lowercase le tters of th e alphabe t.
ELD Standard
S ample Be haviors/Activitie s
Recognize English phonemes that correspond to phonemes 
students already hear and produce.
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
Early
Intermediate
Recognize English phonemes that correspond to phonemes
students already hear and produce, including long and
short vowels and initial and final consonants.

Early
Intermediate
Recognize English phonemes that do not correspond to 
sounds students hear and produce, (e.g., “a” in “cat” and 
f inalconsonants) .

Intermediate
Recognize and name all uppercase and lowercase letters of 

the alphabet.


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
Student will recognize/identif y photos of peers or f amily members.
Student will recognize a known, pref erred object or photo when it is
coupled with its English word (e.g., ŅcookieÓ).
When shown separate photos of familiar, preferred f oods or toys,
student will indicate desire/no desire for that item by a smile, gesture,
action, or by an English verbal response f or a total repertoire of 10
items.
Student will recognize significant symbols or icons in an Englishspeaking environment.
Student will recognize symbols f or peers in class.
Student will point and indicate picture/icon when asked, ŅWhatstands
f or cookie?Ó
Student will point to correct letter or verbally answer in English when
asked, ŅWhat letter stands f or (studentÕs name)?Ó
Student will point to or name letters of peersÕfirst 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 f rom non-letters.
Student will read aloud the letters of a f amiliar English word (e.g., M-OM).
Student will recite AB CÕ
s of English alphabet along with written script
and modeled example (e.g., say/sing along with teacher or music).
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

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
Paraeducators
Physical Room Arrangement
Grouping of Students
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
SPECIAL EDUCATION BEST PRACTICES ALIGNED WITH
CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
OVERALL MATRIX
Understanding and
Organizing
Subject Matter
Planning Instruction and
Designing Learning
Experiences
Assessing Student
Learning
Developing as a
Professional Educator
X
X
Creating and
Maintaining Effective
Environments
X
Engaging and Supporting
All Students in
Learning
X
X
X
X
III. INSTRUCTIONAL MANAGEMENT
X
X
X
X
X
X
X
X
X
X
II. INSTRUCTIONAL PLANNING
IV. PROFESSIONAL GROWTH
X
IEP PLANNING
I.
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
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
Un i t Th eme: _________________________
_ C ore Are a: __________
_ Grade Le vel: _____________
_ C APA Le vel: 1 2 3 4 5
S tan dard for th e Th ematic Un it:
Fu n cti on alPerforman ce In di cator:
Le sson : ___________________________
__________
S tu de nt O u tcome (s):
C aliforn i a Stan dard for th e Te ach i n gProfe ssi on :
ASSESSMENT/
DATA COLLECTION
INSTRUCTIONAL STRATEGIES/
TASK ANALYSIS
ADAPTATIONS/
ASSISTIVE
TECHNOLOGY
P re T est
Visually Impaired
Ongoing
DHH
MATERIALS
INTEGRATION/
INCLUSION
CBI/TRANSITION
Post Test
PLAN FO R GENERALIZATIO N
ELD S tan dard
Kinesthetic/Sensory
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
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
MATERIALS
Red, white and
blue construction
paper
Red and white cut
into stripes
White stars
Blue rectangle
Glue
Textured paper
Sandpaper
Wallpaper
Felt
INTEGRATION/
INCLUSION
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]