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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.
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 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.
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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
t L
earnin
g
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
amcneece@icoe.org
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