WELCOME TO WEEK 10 OF

FUNCTIONAL CURRICULUM

In a completely rational society, the best of us would aspire to be teachers and the rest of us would have to settle for something less, because passing civilization along from one generation to the next ought to be the highest honor and the highest responsibility anyone could have.-- Lee Iacocca

UpdatesToday- Instructional Plan for Academic

Skills

June 6th- Ecological Assessment Report,Annotated Bibliography & Presentations

June 8th- Implementation Plan (for one of your instructional plans)

Please check with me during the break concerning missing assignments.

Today’s Agenda

Review Course

Discuss academic instruction for students with significant disabilities

Review

Social/Behavior Support System: School-wide PBS

Academic Support System: Response to Intervention

External Community Supports

Context for: Functional Assessment, Person Centered Planning, & Wraparound

Collaboratively Outline Behavior SupportsPlan that speaks with “One Voice” Consistently Implement, Monitor, Evaluate, COMMUNICATE

FBA Identifying:Routines, Setting Events, Antecedents, & Functions of Interfering Behaviors

Ongoing Comprehensive Implementation:

Wraparound

Functional Assessment

Person-Centered

Planning

Strength-based shared understanding of : Values, Long-term Goals, Current Programs, Possible variables influencing behaviors

Practice Guide for Self Determination

Loman et al., 2010

Causal Agency/ Independence Proxy Agency

Opportunities

PracticesGoal Setting

Set

Self-Monitoring

Self –instruction

Self-evaluation

Self-reinforcement

Self-feedback

Choice/Dec. Making

Prob. Solving

Self-Adv

Social Capital

Soc Inclusion

Enriched Environment

Dignity of Risk

Person-Centered Planning

Teacher-Directed Strategies

Self-Directed Strategies

Family Supports Organize Env. Systems

Sailor, 2008

Change

Guiding Principles for Designing Instruction

• Self-determination: honor students’ preferences• Family- & culture-centered planning• Educational accountability: all students can learn & deserve

high quality instruction• Personalized curriculum: draw from both adaptations of

academic curriculum & life skills the students need for current & future environments

• Inclusion: enhance participation in inclusive settings• Functional & age-appropriate skills: daily living and

appropriate to students chronological age• Choice: encourage choice-making• Research as a resource for practice: data-based intervention

research provides resource for what & how to teach

Capacity-building perspective “Rebecca is a 16-year old girl with brown eyes

and black hair who has been medically classified with Down’s syndrome. Her scores below basal levels on the Vineland and the Weschler Intelligence Scale support her ongoing eligibility for special education services. R is highly social and greets others using eye contact, smiles, a wave, and an occasional hug. She makes her needs known by moving to an area or obtaining materials (e.g, her bathing suit to go swimming). She can sign “eat” to request food. She has strong preferences is assertive….

Steps in Ecological Assessment Process

Step 1: Plan with Student & Family Step 2: Summarize what is known about

the student Step 3: Encourage Self-Determination/

Assess Student Preferences Step 4: Assess student’s instructional

program Step 5: Develop ecological assessment

report

Activity AnalysisName: _______________________________ Page: Date: _______________________________Sub-environment/Class: _________________________

Time Classroom Activity Steps/ Natural Cues

What Other Students Are Doing Target Student Performance

(+/-)Comments

Skills in Need of Instruction

BSP Results

So this is what we want….

Maintaining Consequence & Function

Problem Behavior

Alternate Behavior

Antecedent

Targeted RoutineDesired Behavior

Natural Consequence

But… start with the Alternate Behavior? Why can’t we go right to the Desired Behavior?

FBA: Summary of Behavior

Maintaining Consequence & Function

Problem Behavior

Antecedent

FUNCTION

FUNCTION is where student behavior intersects with the environmentFunction = LearningStudent learns…. When (A), if I (B), then (C)… Function = how I benefit so I keep doing B

Targeted Routine

Communication Ecological Inventory Worksheet

(Figure 8-10, p.249, Best, Heller, Bigge, 2005)

1. Ask: Where does the student spend time? (environment, sub-environment, activities)

2. Select Activity: (e.g., ordering food)3. Observe: (for vocabulary used in activity)• List Expressive Vocabulary used in the activity• List Receptive Vocabulary used in the activity4. Review listed words and determine which words

& skills need to be taught to the student.

When designing an instructional plan for a student…Think A,B,Cs You’ve identified the Behavior from your

assessments (ecological, task, FBA, etc.) Then you outline…… Antecedent Strategies

What are these? Why? Consequence Strategies

What are these? Why? Then…..plan for….

FadingMaintenanceGeneralization

Functional Routines InstructionCue(opportunity to respond)

Response/Behavior

Consequence Pause

FR Environment provides a natural cue

Student does each step needed to complete the activity

Student gets natural outcome of activity

Student focuses on next routine

EX Student’s bus arrives and door opens.

Other students get off bus

S gets off bus, goes in the correct direction, enters building, goes to class, puts away materials

Student is now inside with other students and has inviting activities to do. Teacher offers praise

Student transitions to next routine

Discrete Trial Training

Cue(opportunity to respond)

Response/Behavior

Consequence Pause

DTT T provides instructional cue (prompting may be needed)

Student Responds

Teacher praises and give child a positive reinforcer

There is a pause

EX 1. Student indicates interest in chips

2. Teacher says “Give me a car”

Student gives car to teacher

Teacher praises student and gives student a chip

Student eats chip and teacher waits a few seconds before next cue

Pivotal Response Training

Cue(opportunity to respond)

Response/Behavior

Consequence Pause

PRT 1. S indicates interest

2. Teacher withholds access to desired item/activity

Student Responds

S gets desired item

There is a pause

EX 1. Student reaches for car.

2. Teacher withholds and says, “Car”

Student imitates the word car.

Teacher gives student access to car

Student plays with car

DATA COLLECTIONDATE: TIME: 15 MINUTES

Prompted Independent/item in sight

Ball IIII IIIBook II 5 + IIIChip 5+ 5+ III ICandy II IIIIJuice 5 + I I

http://establishingoperationsinc.com/

Developing Academic IEP goals & objectives: Comprehensive approach

Identify goals & objectives that are linked to the state’s academic content standards and are structured to document a student’s continuous progress toward mastering content.

Develop goals & objectives that are focused on learning academic content that is not aligned to the academic content standards but nonetheless are necessary for the student to perform successfully in home, school, and community settings.

Approaches to determining goals & objectives aligned with standards

Standards-basedIdentify the academic content standards

for all students, identify benchmarks, identify level of performance, adapts learning outcome so they match student’s abilities

Standards-referencedIdentify priority skills based on

ecological inventories, identify grade-level academic standards that match the critical functions of those skills

Literacy research for students with significant disabilities Erickson, Koppenhaver, Yoder, & Nance,

1997Similar strategies for all students

Justice & Pullen, 2003; Rowland & Schweigert, 2000Systematic instruction

Browder et al., 2006Meta-analysis on reading instruction for

individuals with cognitive disabilities

Examples of education reading software Bailey’s Book House (www.riverdeep.net)

Letters, words, rhyming, prepositions, adjectives, sentence building Edmark Words Around Me (www.riverdeep.net)

Word identification, plurals, categorization, sameness, difference Edmark Reading program (www.riverdeep.net)

Comprehension of sight words through story reading, picture matching

Simon Sounds it Out (www.donjohnston.com) Letter sounds, word families, onsets, rimes

Start-to-Finish books (www.donjohnston.com) Reading comprehension through end-of-story quizzes

Intellitools Reading: Balanced Literacy (www.intellitools.com) Phonics, guided reading, comprehension

Math methods for students with significant disabilities Browder et al., 2008

Meta-analysis on teaching math for students with significant disabilities

Good Resource Browder, D.M., & Spooner, F. (2011).

Teaching Students with Moderate and Severe Disabilities. Guilford Press: NewYork, NY.

Discuss the topic of instruction/modifications/adaptations for students in general education setting.

Questions??

Universally Designed Instruction…Why? I. Provide Multiple Means of Representation

II. Provide Multiple Means of Action & Expression

III. Provide Multiple Means of Engagement

Perception Physical Action

Recruiting Interest

Language, expressions, and symbols

Expression & Communication

Sustaining Effort and Persistence

Comprehension

Executive Functioning

Self-regulation

National Center on UDL; www.udlcenter.org

Guideline #1:Provide Options for Perception Offer ways for customizing the

display of information Offer alternatives to auditory

information Offer alternatives to visual

information

Guideline #2Provide options for language, mathematical expressions, & symbols

Clarify vocabulary & symbols Clarify syntax & structure Support decoding text,

mathematical notation, & symbols Promote understanding across

languages Illustrate through multiple media

Guideline #3:Provide options for comprehension

Activate or supply background knowledge

Highlight patterns, critical features, big ideas, & relationships

Guide information processing, visualization, & manipulation

Maximize transfer & generalization

Universally Designed Instruction…Why? I. Provide Multiple Means of Representation

II. Provide Multiple Means of Action & Expression

III. Provide Multiple Means of Engagement

Perception Physical Action

Recruiting Interest

Language, expressions, and symbols

Expression & Communication

Sustaining Effort and Persistence

Comprehension

Executive Functioning

Self-regulation

National Center on UDL; www.udlcenter.org

Guideline #4Provide Multiple Means for Action & Expression

Vary the methods for response & navigation

Optimize access to tools and assistive technologies

5. Provide options for expression & communication Use multiple media for

communication Use multiple tools for construction

& composition Build fluencies with graduated

levels of support for practice & performance

6. Provide options for executive functioning Guide appropriate goal-setting Support planning & strategy

development Facilitate managing information &

resources Enhance capacity for monitoring

progress

Universally Designed Instruction…Why? I. Provide Multiple Means of Representation

II. Provide Multiple Means of Action & Expression

III. Provide Multiple Means of Engagement

Perception Physical Action

Recruiting Interest

Language, expressions, and symbols

Expression & Communication

Sustaining Effort and Persistence

Comprehension

Executive Functioning

Self-regulation

National Center on UDL; www.udlcenter.org

7. Provide options for recruiting interest Optimize individual choice &

autonomy Optimize relevance, value, &

authenticity Minimize threats & distractions

8. Provide options for sustaining effort & persistence Heighten salience of goals &

objectives Vary demands & resources to

optimize challenge Foster collaboration &

communication Increase mastery-oriented

feedback

9. Provide options for self-regulation Promote expectations & beliefs

that optimize motivation Facilitate personal coping skills &

strategies Develop self-assessment &

reflection

Universally Designed Instruction…Why? I. Provide Multiple Means of Representation

II. Provide Multiple Means of Action & Expression

III. Provide Multiple Means of Engagement

Perception Physical Action

Recruiting Interest

Language, expressions, and symbols

Expression & Communication

Sustaining Effort and Persistence

Comprehension

Executive Functioning

Self-regulation

National Center on UDL; www.udlcenter.org