Dr. Regina Moreno: Concordia University

Caitlan Freese, M.Ed.

Lisa Elliot, M.Ed.

NRCP Conference 2015

Hartford, CT

Introductions

Regina M. Moreno, Ed.D Serves as the Director of Special Education Programs for Concordia University

Serves as an Oregon State Governor appointed Commissioner for the Oregon Commission on Autism Spectrum Disorders

Has over thirty-five years of experience in the field of special education

Scholarly agenda includes the examination of early-career special education teacher practices, the support and staff development of paraeducators

Steadfast Beliefs

High respect for the paraeducator profession

Paraeducators are valuable personnel in education

Significant contributors of students-with disabilities’ improvement in learning and achievement in essential life skills and academic skills

Instructional responsibility is a commitment made throughout the day across multiple settings

Goals of the Session Foundations of good teaching

Advance knowledge in the use of effective and practical instructional strategies

Variety of instructional settings

Multiple learning conditions

Culturally responsive practice

Key considerations when getting ready for instruction

Central Tenet for Practice

Criterion of the Least Dangerous Assumption(Donnellan, 1984; Jorgenson, 2005)

Assumes that students are competent and able to learn

Assumes that when students don’t learn, we need to change or improve our instruction

Goals of Education for All Students

Readiness for adult life:

Post-Secondary Education

Job/career

Community living

Self-determination – Experiencing a life consistent with

the values, preferences, strengths and needs of one’s self

and one’s family

Community belonging - Life-time of inclusion with

friends and family

Ultimate and Primary Responsibilities

Increase student ability:

oIndependence (minimize reliance on adult)

oMembership (access, opportunity, socialize, companionship)

oContent Knowledge

oUtilization (functionalization) of knowledge now and for future (post school)

Factors that Impact Student Performance

o Interaction

• Style: How we approach fulfilling our responsibilities

• Attitude: Why and disposition when fulfilling our responsibilities

• Prescribed: What we are assigned and asked to do –there is a reason

o Fluctuating circumstances:

• Different conditions in usual setting (noises, people, schedule changes), materials, and locations

Getting Ready for Instruction 1) Know & use key elements of effective instruction

1) What we teach

2) How we teach

3) Where we teach

4) When we teach

5) Why we teach

2) Collaboration with Teacher:1) Know when to ask for more information

2) Accept and utilize coaching & feedback from teachers and related services

providers

3) Contribute information to team decision-making

Teach Throughout the Day Instructional times – Student's entire day Not just:

One-to-one instruction Small group instruction Large group instruction Scheduled “seat-work”

AND : Arrival/departure Transitions Meals Recess/Leisure times/Student’s break times Grooming/Restroom use Waiting times Other?

Foundations of Good Teaching

Learners differ in the ways that they perceive and comprehend information that is presented to them in each setting and by each person. (https://udlguidelines.wordpress.com/introduction/)

Consider learner’s perception, understanding and learning preferences

Definitions: Life Skills, College and Career Readiness Functional Curriculum: Compilation of content and the

process where experiences and activities are selected for each student to gain the skills needed to become as competent as possible in an environment as an adult. The process changes as the needs of the student being taught changes. It is a curriculum in which the student learns functional skills in the most appropriate setting for specific skill acquisition and focuses on present and future needs. (http://academyofstlouis.org/, retrieved 3/2/15)

Common Core Curriculum: Guidelines for what every student should know and be able to do in math and English language arts from kindergarten through 12th grade, through standardized assessment . (http://www.corestandards.org/, retrieved 3/3/15)

Important to Know Daily Schedule

What should your daily schedule tell you: When: Time/duration of each routine/activiy

Where: Location, specific set-up of environment

Who: 1:1, independent work, small group, large group, peer involvement

What and Why: goals, specific skills, purpose/use

How: Strategy(s), materials, activities

Data collection system: What you are measuring and how are you recording it

Instructional Plan Should IncludeHow to Set up the Environment for success:

What cues to set up, present, or say

cues tell the student what to do – natural, non added

How to prompt and fade prompts

prompts help the student to perform successfully

What behavior(s) or response(s) to look for

behaviors are observable actions of the student

How to reinforce to increase positive responses

reinforcement is a consequence that increases the behavior (look for positive and negative consequences)

How to respond to errors

error occurs when student does not do the correct response

Critical Information About Prompts

Prompts are a powerful teaching tool

Prompt should follow presentation of the natural/instructional cue and a small time delay (3-5 sec.)

Prompt helps student do the response successfully

Use the least intrusive prompt the student will understand

Critical Information About Prompts Most intrusive to Least intrusive:

Full physical assistance

Partial physical assistance

Pictures or other visual information

Gestural direction or information

Modeling/demonstration of other student or teacher

Verbal direction or suggestion

When to use the Most to Least intrusive prompt strategy?

Critical Information About Using Prompts

Use simple word/sentences (2-4 words) and familiar words

Try not to re-state the direction without pairing with more

help (least to most)

A prompt provides the help the student needs at the time

the student is expected to perform any action/behavior (it

is a component of the teaching moment)

Effective prompts prevent errors

Errorless learning helps build confidence & self-esteem

Critical Information About Using Prompts

Avoid repeated use of verbal prompts (if no response, the student probably does not understand)

Help student focus on natural cues (if adult is not part of natural cues, prompt from behind if possible)

Prompts must be faded as quickly as possible

Fade to less intrusive and/or fade to less directive

Increase time delay (wait longer to prompt)

Critical Information about Reinforcement

Reinforcement strengthens the behavior it follows

The reinforcement action is different for different students

Observe students (or ask the student and/or others) to find out what is reinforcing for them

What is a natural reinforcer? Added reinforcement?

For many students, adult attention is important reinforcement

To teach new skills, use reinforcement immediately after the correct response occurs

Use reinforcing consequences to let student know when you observe improvement

Critical Information About Error Correction

Give attention for correct behavior 4 times as often as you correct inappropriate behavior

A “correction” is the way you provide more information or help after an error

A correction further teaches the correct response

Provides extra prompted practice

Error Correction

Gently STOP the student as soon as possible

BACKSTEP to last correctly performed step

Provide next cue again

HELP - Provide sufficient prompt for correct performance of the skill/step that was performed incorrectly (increase support by one level)

Use of Evidenced Based Instructional Strategies:

Variety of instructional settings

Multiple learning conditions

Culturally responsive

Definition Evidenced based instructional strategies : An evidence-

based practice can be defined as an instructional strategy, intervention, or teaching program that has resulted in consistent positive results when experimentally tested [widely accepted and/or considered promising](Mesibov & Shea, 2011; Simpson, 2005).

Data based decision: If an educational strategy is evidence-based, data-based, or research-based, educators compile, analyze, and use objective evidence to inform the design an academic program or guide the modification of instructional techniques (Great School Partnerships, http://edglossary.org/, retrieved, 3/1/15)

Definitions: Responsive Instruction Culturally responsive instruction: Addresses a student’s

individual personality, interests, and abilities with meaningful connections to content and daily life. It is instruction in a rigorous curriculum and high expectations for achievement for all students “culturally responsive instruction.”(McIntyre et al. 2009).

Multiple Means of Representation: Provide the same information through different modalities (e.g., through vision, hearing, or touch). To reduce barriers to ensure that learners can access and comprehend key information and makes it easier for the learner to equally participate - providing information in a format that allows for adjustability (e.g., text that can be enlarged, sounds that can be amplified). http://www.udlcenter.org/, retrieved 3/2/15

Different Types of Instruction Trial-By-Trial Instruction: Teaching New & Difficult Skills

Structured Teaching: Building Independence

Embedded Learning Opportunities/Incidental Teaching within Routines

Routines-Based Instruction

Explicit/direct instruction

Differentiated instruction (teaching the same material using a variety of instructional strategies, or to deliver lessons at varying levels of difficulty)

Foundation of Systematic Teaching Explicit instruction; clear and direct approach

Structured, systematic, and effective

Includes an instructional design

Includes a series of supports or scaffolds (builds towards)

Students are guided through the learning process with clear statements about the purpose and rationale for learning the new skill

Clear explanations and demonstrations of the instructional target are shared with the student

Repetitive supported practice with feedback is provided until independent mastery has been achieved

Archer and Hughes, 2011

Direct Instruction Direct Instruction: Pre-planned skills-oriented, and the

teaching practices it implies are teacher-directed.

It emphasizes the use of small-group and/or face-to-face instruction by using carefully articulated lessons in which cognitive skills are broken down into small units, sequenced deliberately, and taught explicitly (see Carnine, 2000, pp. 5-6; Traub, 1999).

These teaching functions included teaching in small steps with student practice after each step, guiding students during initial practice, and ensuring that all students experienced a high level of successful practice.

Differentiated Instruction

A method of teaching in which contents and/or procedures are modified according to the student’s individual abilities and needs.

A differentiated type of teaching involves varying approaches to provide for the specific needs of a student.

The student does not change how s/he learns but rather we adjust to the learner’s learning style and need.

Instruction is differentiated through adjusting: Content, Process, Product, or the Environment (this does not mean to separate)

Trial-By-Trial Instruction: Teaching New & Difficult Skills Arrange the environment for success

Identify the lesson sequence for teaching the new skill(s) (e.g., academic or communication skills)

Get the student’s attention and present the cue

Use time delay (wait 3-5 seconds for student to initiate)

Reinforce correct responses (token system works well)

Correct errors if needed Provide a prompted trial

Repeat without prompts or fade prompts gradually

Pacing (brisk & predictable)

Building a positive relationship with the student

Simplified Example

Step 1 Red and a blue card on the desk in front of Jane. Teacher says “point to _______” (red or blue).

Step 2 Full gestural prompt (need to fade this as soon as student is ready). Teacher points while stating “point to ___”

Step 3 Wait and Jane points to the correct colored card

Step 4 Praise Jane with specific feed back, yes, “blue” and provide token or immediate reward.

Simplified Example with correction

Step 1 Red and a blue card on the desk in front of Jane. Teacher says “point to _______” (red or blue).

Step 2 Full gestural prompt (need to fade this as soon as student is ready). Teacher points while stating “point to ___”

Step 3 Wait and Jane points to the incorrect colored card

Step 4 Try again, remove material and set up again

Step 5 Teacher points while stating “point to ___”

Step 6 Teacher helps student point to correct card

Step 7 Praise Jane with specific feed back, yes, “blue”

Step 8 Re-present as previous slide showed

Structured Teaching: Building Independence Organize the physical environment –set up as much as possible

prior to starting

Provide a predictable schedule of daily routines

Use a visual schedule to communicate what to do, what comes next, and where to go

Use work systems & activity systems to build independence (environmental structure & visual “mini-schedules”)

Steps in the task/activity, how long to do each step, and what comes next within the task/activity

Visually structure tasks and activities to clarify expectations

Use prompts & reinforcement to help the student learn the system

Embedded Learning Opportunities and Incidental Teaching

ELOs (Embedded Learning Opportunities)

Short teaching episodes

Embedded in routines

Focus on child’s individual learning objectives

Instructional component planned ahead

Embedded Learning Opportunities

Does the objective naturally fit into the performance of the routine?

Will performing the skill lead to more independence within the routine?

Remember that children with disabilities learn more quickly and remember longer if objectives are taught in multiple, natural routines

Embed Learning “Blue” across Routines

Content related to daily routines such as

Math, reading or writing

Art

PE

Computer lab

Lunch

Hallway

Recess Assemblies

Using a locker

Simplified Example of an ELO Plan

Student IEP goal – identify colors

Objective – ID blue

Objective – ID blue

Recess Seatwork Snack Go to Line up for bus

Daily Prep for recessGet X

Get materials Get X paper, pen etc.

Get X cup Go to X area

Get X

Pre arranged

Naturally occurring

Routine-Based Instruction Promotes likelihood that skills will be remembered/Builds

independence

Increases likelihood that learning will be active

Provides a reality check as to whether an objective is meaningful

Remember that children with disabilities learn more quickly and remember longer when taught in multiple, natural routines

Select skills to teach and identify the routines in which to teach these skills

Routine Based Instruction

Represents typical instructional format (all kids do it)

Includes environmental cues to elicit desired behaviors

Provides opportunities for appropriate peer interactions

Enhances student motivation

Maximizes the efficiency of instruction

Allows for multiple opportunities to practice

Learning towards independence

1. Puts material away

2. Stands, goes to coat area

3. Gets Blue coat

EMBED A QUESTION - What color? Or Point to Blue

4. Puts on blue coat

5. Zips coat

EMBED A QUESTION – Find or Stand on blue spot

6. ID and go to blue spot

7. Waits in line

8. Goes to door

9. Exits walks in hall and stays with peers

10. Exits to recess area

Routines-Based Instruction Arrange the environment for success

Use a task analysis to identify the sequence of steps in the routine (Step by step sequence of a routine)

Focus the student’s attention on the natural cues for each step

Use time delay (wait 3-5 seconds for student to initiate action per step )

Prompt if needed (gradually fade prompts)

Correct errors if needed (gently stop incorrect response & help student to perform step successfully) then move to next step

Routines-Based Instruction Identify other teachable moments steps within the sequence

of steps

Identify embedded skills to prompt/reinforce: such as communication, social skills, choice-making

Provide the enough time for the student to “do the step” as independently as possible- WITHOUT RUSHING THE STUDENT

Use prompts, reinforcement and correction procedures as we have discussed

Use routines that are flexible and communicate changes in routine to the student visually

Task Analysis of a Routine - Routine Name: Prepare for RecessObjectives: Correctly Identify Color Blue , Zip Coat,

Prompt codes: I independent / G gesture /V verbal cue / Pp Partial physical assist

Instructional Cue Steps Day1 Day2 Day3 Day4 % Ind

Adult says time of recess 1. Put material away G G I I 50%

2. Stand goes to coat area G G I I 50%

Get Blue coat 3. Gets Blue coat G G I I 50%

Embed What color? or

Point to Blue(V)

(V)

(V)

(V)

(V)

(V)

(G)

(G)

0%

0%

Kids putting on coat 4. Puts on blue coat Pp Pp Pp V 0%

Kids putting on coat 5. Zips coat V V V G 0%

Embed Find and stand on blue spot (V) (V) (V)

Kids are in line 6. ID blue spot Waiting in line G G I G 25%

Teacher -kids standing blue

spot may go7. Waiting in line Pp Pp V V 0%

8. Goes to door I I I I 100%

Stay together 9. Exits walks in hall and stays with peers

I I I I 100%

10. Exits to recess area I I I I 100%

Total I 3 3 7 6 Cue

Total G 4 4 0 2

Total V 1 1 2 2

Total Pp 2 2 1 0

Response

Pick up the spoon

Scoop the food

Lift the spoon to mouth

Clear food from spoon with lip closure

Chew and swallow food

Put the spoon down

Instructional Step Untaught StepsMastered Step or

NA

Backward Chained Instruction?

Original source unknown

Response

Turn on the water

Wet hands

Put soap on hands

Put hands under the water

Rub hands together

Rinse hands

Dry hands

Instructional Step Untaught Steps Mastered Step

Forward Chained Instruction?

Original source unknown

Shaping Making the task easier

Button with large buttons, medium sized, then small buttons

Use a larger sock when starting putting sock on program or a larger T-shirt when getting dressed.

Rewarding attempts that get closer, step by step, to the end response.

Review: Systematic Instructional Procedures

Teaching strategy (e.g., system of least to most prompts)

Reinforcement

Progress monitoring – data-driven decision-making

Instruction moves to higher levels of learning throughout instruction as student improves

Collecting Data Why collect data?

Shows student’s progress

Helps us know when skill is mastered and we can move on to the next skill or generalize skill to new setting

Helps us know when instruction is not working & we need to change our instruction

How to collect data

Trial by trial (examples)

Routines/incidental teaching (examples)

Structured teaching (examples)

General Rules of Thumb Have high expectations for all kids

Set clear expectations for all students

Break assignments/tasks into small pieces to work

Space breaks between assignments so students can refocus on their tasks

Instruct within everyday routines consistently and as relevant

Use a positive system of reinforcement for desired responses and behaviors

Use visual, gestured and auditory reminders to change from one activity to the next -transition

Use visual, gestured and auditory reminders to change from one location to the next -transition

Affirming Assumptions for Students with Disabilities

Assuming students are competent results in access to opportunities:

To socialize and form friendships with typical peers

To learn content & ideas from general education curriculum

To plan for a variety of options after graduation

Common signs of the assumption of competence:

Talk about the student as though they are present with respect and a positive tone

Talk to the student appropriately for their age

Aside from the disability, WE assume the student can learn what needs to be learned about a certain thing/skill

When We Have High Expectations• For Students

o Determines how we and others work with a student

o Determines how we model for other adults and student peers

o Shapes belief about respecting students with disabilities

o Promotes dignity of opportunity and choice for students

o Promote student self-determination

When We Have High ExpectationsFor Ourselves

Check our bias and pre-conceived assumptions

Check previous experiences that impact the day

Check previous experiences impact quality of our instruction

Check previous experiences impact our perceptions about meaningfulness of student learning outcomes

Thank you!

Embrace the unwavering commitment to the pursuit of an equitable and quality education for individuals with disabilities.