Transcript Center for Autism and Related Disabilities

Using an
Activities Planning Matrix
Mary Reed
“…the education of children
withSpecial
disabilities
can
be
made
All students
education
The
general
education
Individuals
with
Disabilities
more effective
by having
high
should
is a resource….
have
access
classroom
is
first
expectations forthe
such
to
the
general
Education
Act,
consideration
fortheir
all
children and ensuring
…not
a
place.
education
curriculum.
accessstudents.
to1997
the
general
curriculum to the maximum
extent possible.”
Instructional Priorities for
Students with Autism
• Replacement Skills: serve same function as the
problem behavior
• General Skills: broad skills that alter problem
behaviors and prevent the need for additional
support
• Coping and Tolerance Skills: learning to tolerate
difficult situations and cope with frustration
“I am accountable for the
learning
of alltomy
students,
“It’s difficult
create
an
including
Maria, though
individualized,
yet her
educational
goals are for
very
predictable schedule
different
fromprovides
those ofathe
Miguel that
suitableothers.
balance of
“James needs to
learn so many skills
“There are many times I
that aren’t addressed
feel Nicole could learn
specifically in our
things so much better if I
academic curriculum.
could just provide more
individual
instruction
and
How do
I determine
additional
for her.
which practice
of his targeted
skills to focus on for
But with so many other
each activity?
students in class each
day,What
it’s nearly
impossible
adaptations
will
to James
make this
happen.”
need
to meet
his academic goals?”
Reactions from Teachers
theMaria
Howparticipation
can I make in
sure
vocational, and
hascommunity,
enough opportunities
social and
academic
support
to meet
her goals
activities.the
How
can this
throughout
activities
of our
achieved?”
weeklybe
schedule,
but without
compromising the learning of
the other students?”
What is an Activities Matrix?
Targeted Individual Skills
Instructional Circumstances
Time/Activity
Instructional Asking for help
Outcomes
Morning
circle
8:00-8:30
or materials
Same as other
Sharing
materials/toys
with peers
Speaking
in full
sentences
Initiating social completing
exchange with cooperative group
peers






activities
….a tool that can
be
used
to




identify opportunities and plan for




the instruction of students with




individual educational goals within


the context of typical educational



activities.
students
Reading
Readiness
8;30-10:15
Recognizes all
vocabulary
words
Specials
10:15-10:45
Same as other
Math
10:45-11:30
Rote count
by 10’s to
100
students
Lunch
11:30-12:00
Science/
State 3
Social Studies requirements for
12:00-1:00
plant growth
Activity choice Same as other
1:00 – 1:30
students
Story time
Afternoon circle
1:30-2:05
Responding to
specific
questions

Identify potential
to
Targetedopportunities
Individual Skills
address specific educational goals
Instructional Circumstances
Time/Activity
Instructional Asking for help
Outcomes
Morning
circle
8:00-8:30
or materials
Sharing
materials/toys
with peers
Speaking
in full
sentences
Initiating social completing
exchange with cooperative group
activities
peers
Same as other
students
Reading
Readiness
8;30-10:15
Recognizes all
vocabulary
words
Specials
10:15-10:45
Same as other
• Emphasizes the benefits of inclusion
students
Math
10:45-11:30
Rote count
by 10’s to
100
Lunch
11:30-12:00
Participate in
lunch
conversation
• Clarifies successful outcomes for all students
State 3
Science/
requirements
for
Social Studies
plant growth
12:00-1:00
Activity choice Same as other
1:00 – 1:30
students
Story time
Afternoon circle
1:30-2:05
Responding to
specific
questions
“Because I used an
•activity
Planplanning
instructional
matrix, I
leaves
activities
knew our seed planting
activity
would
be a good
Individualizing
the
activity
opportunity to address
for the• learning
Maria’s social
goals.
Develop
curricular
stem
characteristics
needs
Theand
activity
planning
adaptations
matrixstudent.
made it a lot easier
of
the
focus
• Environmental supports
to then think about the
supports she would need
•
Utilize environmental
• Curricular adaptations
in it to be successful in the
supports
activity.”
roots
James
Working
independently
Record
assignments in
planner
JANUARY 20-25, 2008
Gather work
materials
Raise hand
to particpate
or respond
Work without
disruptions
Language arts
Identify opportunities
to


incorporate the student’s
unique strengths and interests
into instructional
activities



Reading
spelling
Specials
Math
Social
studies
Science






James
Working
independently
Language arts
Record
assignments in
planner
JANUARY 20-25
Gather work
materials
Raise hand
to particpate
or respond
Work without
disruptions
Completing
work on the
computer



 goals
•
Academics

Insure all goals and objectives



have
addressed
• Selfbeen
management
goals


adequately

 goals
• Social




Reading
spelling
Specials
Math
Social
studies
Science
Nicole
Targeted Individual Skills
Instructional Circumstances
Time/Activity Instructional
Outcomes
Language
arts
October 15-20
Responding
to questions
Remaining
in seat or
area
Attending to
printed
materials
Working
quietly
ESE teacher, 9:15-9:30 Tu, Th, Fr
Reading
Specials
Math
Manage Additional
Resources and Supports
Lunch
Science/
Speech pathologist 1:10 – 1:20, Mon, Wed, Fri
Social
studies
Learning
centers
Classroom paraprofessional, 2:00-2:10, Mon-Thurs
Raising hand
for help or
attention
SLP
OT
PT
What is an Activities Matrix?
Targeted Individual Skills
Instructional Circumstances
Time/Activity
Instructional
Outcomes
Morning
circle
8:00-8:30
Remains with
peers
Manipulates
variety of
materials
Req/offers
materials to
peers
Uses writing
utensil w/
modified grip
Physically
navigates
environment
Same as other
….a tool that can be used to
identify opportunities and plan for
the instruction of students with
individual educational goals within
the context of typical educational
activities.
students
Reading
Readiness
8;30-10:15
Recognizes all
vocabulary
words
Specials
10:15-10:45
Same as other
Math
10:45-11:30
Rote count
by 10’s to
100
students
Lunch
11:30-12:00
Science/
State 3
Social Studies requirements for
12:00-1:00
plant growth
Activity choice Same as other
1:00 – 1:30
students
Story time
Afternoon circle
1:30-2:05
Responding to
specific
questions
• Supports
individualized
scheduling
Develop an individualized
• Insures balance
schedule for the student
across instructional
areas
• Promotes team
based planning
Provide Accountability
• Consistent supervision and instruction
across team members
• Provides a written record
“How Do I Do It?”
• A blank activity planning matrix
• The daily classroom schedule
• Student’s IEP
• A curriculum guide
• Time
List the sequence of daily school
activities down the left hand column
• Include any regularly occurring, noninstructional activities
Instructional
Circumstances
Time
Activity
• Specialized services
8:00-8:30
Morning
circle
• Instructional activities outside the classroom
8;30-10:15
•
10:15-10:45
Specials
Community participation activities
10:45-11:30
•
Reading
Readiness
Lunch
Work experience
12:00-1:00
Science/
Social
Studies
1:00 – 1:30
Activity
choice
1:30-2:05
2:02-2:15
Story time
Afternoon
circle
Dismissal
List the student’s instructional goals
and objectives across the top
• Address current top priorities
Instructional
Circumstances
Time
Activity
Asking for
help or
materials
Targeted Individual Skills
Initiating
Sharing
Speaking in
social
materials/t full sentences
exchange
completing
group
activities
• Address others as needed
8:00-8:30
8;30-10:15
Morning
circle
Reading
Readiness
• Some goals and objectives will be
addressed consistently across all activities
10:15-10:45
Specials
10:45-11:30
Lunch
12:00-1:00
Science/
Social
Studies
1:00 – 1:30
Activity
choice
• Others are associated with very specific
times and places
1:30-2:05
2:02-2:15
Story time
Afternoon
circle
Dismissal
Decide the student’s level of
participation in each activity
• Determine extent top learning priorities can be
addressed within the proposed activity
• Not every activity will provide the right
circumstances
• Creative solutions
• Alternative activity or setting
• Instruction at home
• How can the student’s learning priorities,
such a making friends or gaining better
independence, be addressed through this
activity?
Determine the necessary
•
accommodations,
modifications
What changes either in the activity itself or
supports
the classroomand
environment,
may be needed
to meet the student’s instructional goal?
• Are there any other supports that will be
necessary in order for the student to be
successful?
“How Do I Know If It’s Working?”
• Is the student meeting the learning outcomes you’ve set for them
in each activity?
• Do you feel the accommodations, modifications and supports
you’ve created are promoting the student’s learning and success?
• Have you gathered data that demonstrates an increase in targeted
skills?
• Do other team members feel the student is being successful in
their activities and interactions?
• Do you and your team members feel the Activities Planning Matrix
allows you to plan in a more precise, efficient yet creative manner?
“Where Can I Learn More?”
Doyle, M.B. (1997). The paraprofessional’s guide to the inclusive
classroom: working as a team. Baltimore: Paul H. Brookes
.
Falvey, M., Coots, J., Bishop, K., & Grenot-Scheyer, M. (1989). Educational
and curricular adaptations. In S. Stainback, W. Stainback & M. Forest.
(Eds.). Educating all Students in the mainstream of regular education
(pp. 143-158). Baltimore, MD: Brookes.
Giangreco, M.F., Cloninger, C.J., & Iverson, V.S. (1993). Choosing options
and accommodations for children: a guide to planning inclusive
education. Baltimore, MD: Brookes.
Rainforth, B., York, J., & MacDonald, C. (1992). Collaborative teams for
students with severe disabilities. Baltimore, MD: Brookes.
Williams, W. & Fox, T. (1989). Individual program design series.
Burlington: Center for Developmental Disabilities, University of Vermont.
Blank Forms
• Planning matrix
• Completed example
• Planning matrix with instructional outcomes
• Completed example
• Planning matrix with support codes
• Completed example