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Bruild
Building Functional
Foundations:
Aligning Functional Living Skills Instruction to Common Core State Standards
Multnomah ESD
Presenters Jeanne Zúñiga, FLS Coordinator [email protected]
Cara Olson‐Sawyer, FLS Supervisor [email protected]
Jessica Sterling, SpEd Teacher [email protected]
Carol Sweeney, Teacher on Special Assignment [email protected]
115 students identified with severe challenges (e.g. medical, behavioral, and or academic)
Served in 15 functional living skills (FLS) classrooms Referred by 8 component school districts (Gresham Barlow, David Douglas, Parkrose, Reynolds, Centennial, Portland Public, Corbett, Riverdale) plus outside district contracts
Disability Types (72) Intellectually Disabled, (72) Autism Spectrum Disorder, (94) Multiple eligibilities
Hispanic African American Asian American Indian or Alaskan Native Native Hawaiian/Pacific Islander
The primary language is English with 10 other languages represented.
PHILOSOPHY
Quality of Life
Self‐Determination
PRINCIPLES
Individualized curriculum, instruction, services and supports
Membership in school and community
Collaboration
PRACTICES
Assessment and IEP planning
Teaching strategies, methods and data collection
Classroom organization and management
School‐home relationships and staff collaboration
Ford, Blanchet & Brown, 2006; Fowler, Konrad, Walker, Test & Wood, 2007; Giangreco, 2011; Renzaglia, Karvonen, Drasgow & Stoxen, 2003; Shalock, 2004; Wehmeyer, 1996; Wehmeyer, Agran & Hughes, 2000; Wehmeyer & Shalock, 2001.
MESD FLS curriculum from 2005
RFP‐Program Review 2011 Portland State University Review components‐
identification of evidenced based practices for K‐12 conducting staff and parent survey, observations, teacher interviews, and document reviews (IEP, PBSP, IHCP)
Assessment and Planning Curriculum Teaching Strategies Instructional Methods Data Collection Classroom Organization Inclusion Staff Collaboration and Support
Strengths‐ Effective Strategies‐
Individualized informal assessments
Individualized planning for students
Multidisciplinary team input is valued
Positive parent feedback/survey results
Comprehensive Functional Behavior Assessments (FBAs) used for student planning
Effective Behavior Support Plans (BSPs) creation and implementation
Strategies for Teaching Autism Research (STAR), Picture Exchange Communication System (PECS), & visual supports used for communication throughout all activities (e.g. Boardmaker)
Structured Teach (work jobs)
Touch Math and other visual math programs‐
Pre‐writing and writing activities
Assessment and curricula specifically designed for FLS students is difficult to identify
Student goals must be aligned to Common Core State Standards (CCSSs)
Most FLS teachers are not familiar with state standards and how they apply to instruction for FLS students
Teachers do not have sufficient opportunity to team and discuss how evidenced based practices are tied to CCSSs
Department Goals 4 goals‐1 instructional Instructional Goal‐measurable and achievable Administrators can articulate department goals and have their own
instructional goals that are directly tied to student growth
Teacher Goals Instructional plans tied to FLS curriculum and Common Core Teacher evaluations are tied to teacher goals and student growth Resources: Professional Learning Communities, 1 to 1
conversations, coaching, modeling
Student IEPs IEPs with Present Levels and Annual Goals that have baseline data
(FLS Skills Inventory), are assessed throughout the year through data collection, and reviewed each spring
3 Years Ago ‐Match the skills from the Scope & Sequence ‐Identify possible activities to achieve the Skills ‐Identify possible Strategies and Methodologies
Now MESD FLS teachers look at what they do instructionally and match student instruction to the Common Core State Standard and teacher evaluations are tied to student progress.
Grades k‐12 By June 2014, in order to increase student access to general education curriculum, all FLS teachers will write instructional goals that are aligned to the CCSSs by writing at least one academic IEP goal per each student IEP. (Of the total teacher population, only 7% had student IEP goals aligned to CCSSs. The goal is to increase to 80% this school year).
By June 2014 100% of student’s reading skills will improve by one level as evidenced by the FLS skills assessment.
Functional Academics—Reading
The student will: 1. Identify numbers with 1:1 correspondence (K.CC.2 and K.CC.4) 2. Identify coins and bills by number and name (2. MD. 8)
3. Use a multi modal communication system to greet adults/students to answer “wh”questions (ELA 1.SL.2)
4. Use her communication notebook or Voice Output Communication Aid (VOCA) to gain attention when she needs something during instruction (RI.11‐12.7)
Following daily schedules Making choices‐ leisure, food items, work Structured TEAACH (Training and Education of Autistic and Related
Communication Handicapped Children)
Participate in/listen to individual or group book activities
Social stories Calendar Activities
Start with what you have
Find the gaps Look outside your
silo to find partners
This is a work in progress
A special thanks to Lane ESD staff for their time on this project.
Browder, D.M. (2001). Curriculum and Assessment for Students with Moderate and Severe Disabilities. The Guildford Press.
Falco, R.A., Jessell, M.A., Loman, S.L. & Moreno, R.M. (2011). Functional Living Skills Program Review. Portland State University, Graduate School of Education, Center for Student Success.
Ford, Schnorr, Meyer, Davern, Black & Dempsey (1989). The Syracuse Community Referenced Curriculum Guide for Students with Moderate and Severe Disabilities. Paul H. Brookes Publishing Co.
Multnomah Education Service District Functional Living Skills Curriculum: Scope and Sequence
