Fill in Date Session Presenters: Fill in Names

1
Fill in Date Session PresentersFill in Name(s)
Curriculum for the Moderate and Severe
Cognitive Impaired Population
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Training Goals

• Know how/why the Statewide
• curriculum project started.

• Become familiar with the process of how
• the project got to its present stage.

• Become familiar with the content of the
• Supp. Ind. Curriculum and Appendices.

• Find objectives and write IEP goals.

• Locate cross-referencing information.

• Find out about some future plans for this
  project.

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Michigan Statewide Curriculum
ProjectPart 1 Overview of Project
Process
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Curriculum Project Product consists of 3 pieces

• Participation Curriculum
• (for Severe Cognitive Impaired SCI)

• Supported Ind. Curriculum
• (for Moderate Cognitive Impaired
  MoCI)

• Appendices (Support for the teacher)

What do you have or need?
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HOW THIS PROJECT STARTED

• Initiated by Supervisors of Low Incidence
  Programs (SLIP), a subgroup of MAASE,
• with a desire for the following
• Pool collective energy and wisdom of various
  school personnel
• Increase accountability for State and Federal
  Government regulations.

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MAJOR FOCUS

• 1 provide a curriculum that is written with
  students in mind!!
• Create a document that is formatted to be user
  friendly.
• Include methodologies, activities, resources,
  etc. in an appendix.

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ALSO

• Align with AUEN (Addressing Unique Educational
  Needs of Students with Disabilities At that
  time in 2004, it was state framework for
  instruction
• Take direction from No Child Left Behind
  standards and Michigan Curriculum frameworks.
  (www.mde.gov)
• Support Ed Yes! expectations.

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THE PROCESS SO FAR

• April, 2004 - 2 day conference
• 1st day presentation and evaluation of 36
  different curricula based on format, content,
  record keeping data/data collection, AUEN
  alignment, Michigan Curriculum Framework Alignment

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• 2nd day definition of What is a curriculum
  followed by a rubric for teams to determine top
  curricula presented.
• A core group volunteered to bring information
  together.

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CURRICULUM MODELS THAT WERE SELECTED or USEDfor
PARTICIPATION

• Wing Lake (Bloomfield Hills Schools)
• Primary Participation Content Model
• Torrant Center (Jackson ISD)
• Living and Learning Center (Bay-Arenac ISD)
• Primary format model

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CURRICULUM MODELS THAT WERE SELECTED or USED
for SUPPORTED INDEPENDENCE

• Jackson County ISD
• Primary Supported Independence Content Model
• Living and Learning Center (Bay-Arenac ISD)
• Primary format model
• Beekman Center (Lansing Public Schools)
• Heartwood School (Ingham ISD)
• Old Village School (Northville Public Schools)
• Webster School (Livonia Public Schools)
• Wesley School (Muskegon Area ISD)

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Curriculum Project Work 2004 - 2007
Typing Editing
Hard decisions

• This state-wide initiative involved more than
  40 schools/programs that service the
  moderate/severe cognitive impaired population
• Participation Level Curriculum
• completed in Summer 2004
• Supported Ind. Level Curriculum
• completed in Summer 2005

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Training Dissemination of the Curricula

• Participation Conference Fall 2004
• Supported Ind. Conference Fall 2005
• MI-Access Conferences Fall 2005
• Michigan CEC March, 2006
• Curriculum Appendices online 06/07
• Training in Local Districts - ongoing

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Curriculum Appendices
Sub-committees formed to develop 8 types
of appendix materials.

• The following 5 appendices are available online
• Human Sexuality
• Methodologies Best Practices
• Parent Input
• Record Keeping Tools
• Task Analysis Forms for CBI
• 3 Sub-committees are still working on
• Technology
• Transition
• Cross-Referencing

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What the Participation Supported Independence
CurriculaLook Like

• How to Use Guide
• Outline of Content
• Curriculum Section for each P.E.
• Clarification of each performance expectation
• Performance requirements
• Performance contexts
• Table of goals and objectives
• Cross referencing within each curriculum to other
  sections of the curriculum more later.

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Michigan Statewide Curriculum Project
Most of the examples for this training are from
Supported Independence.Part 2a Review
Curriculum Format Content
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HOW TO USE CURRICULUM GUIDE
AUEN

• These curriculum documents are based on the AUEN
  Participation and Supported Independence Guides.
  
• Prior to 2006/07, the AUEN documents were used as
  the framework for the MI-Access assessment for
  students assessed at the Participation or
  Supported Independence level.
• Even though MI-Access is now using Extended
  GLCEs/Benchmarks from the Michigan Core
  Curriculum as the basis for the statewide
  assessment and curriculum framework, the
  functional skills emphasis of AUEN is still
  relevant for this population.

(the baby did not get thrown out with the bath
water!)
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HOW TO USE THE PARTICIPATION CURRICULUM GUIDE
AUEN

•   There are FIVE Performance Expectation
  areas in the Participation Level
• Engage in a Typical Pattern of Leisure and
  Productivity
• Activities in Their Homes and
  Communities.
• Engage in a Typical Pattern of Interactions.
• Participate in Effective Communication Cycles.
• Participate in Personal Care, Health, and
  Safety Routines.
• Reach Desired Locations Safely Within Familiar
• Environments.

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HOW TO USE THE SUPPORTED INDEPENDENCE CURRICULUM
GUIDE
AUEN

•   There are EIGHT Performance Expectation
  areas in the Supported Independence Level
• Complete personal care, health and fitness
  activities.
• Complete domestic activities in personal living
  environments.
• Manage personal work assignments.
• Complete activities requiring transactions in the
  community.
• Participate effectively in group situations
• 
  Continued
  

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HOW TO USE THE SUPPORTED INDEPENDENCE CURRICULUM
GUIDE
AUEN

•  
• Respond effectively to unexpected events and
  potentially harmful situations.
• Manage unstructured time.
• Proceed appropriately toward the fulfillment of
  personal desires.
• An additional section 9 was added General
  Education Core Curriculum (Academics) modified
  for students with cognitive impairments.

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EXAMPLE OUTLINESUPPORTED INDEPENDENCE
Performance Expectation 2
Performance Expectation 2 Complete Domestic
Activities In Personal Living
Environment (I - IV) I. Improves Domestic
Cleaning A. Kitchen Clean Up B. Dishwashing C.
House Cleaning D. Car Cleaning
II. Improves Kitchen Skills A. Kitchen Appliance
and Utensil B. Food Preparation C. Food
Care  
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FORMAT of the CURRICULUM

• Each section of the curriculum reflects
• 3 levels in each performance expectation area
• Annual Goals
• Short-Term Goals
• Performance Objectives
• Refer to How to Use Guide
• pg 4 Supported Ind.

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FORMAT of the CURRICULUM

• Find the 3 levels in the curriculumI.

Example used is from Supported Ind. Curriculum PE
1
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EXAMPLE CURRICULUM PAGESUPPORTED
IND.Performance Expectation 1
Columns for PE 6-8 and section 9 are unable
to fit on this slide.
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Michigan Statewide Curriculum Project
Supported IndependencePart 2b General Ed Core
Curriculum modified for students
with cognitive impairments
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Michigan Curriculum Framework

• English Language Arts
• Mathematics
• Science
• Social Studies

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Supported IndependenceContent Areasfor 9 -
Academics

• Mathematics
• Language Arts
• Technology as a Learning Tool
• Science
• Social Studies

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MathematicsMichigan Curriculum Framework
Elementary and Middle School (Grades K-8) GLCEs
High School Content Expectations (HSCEs)

• Quantitative Literacy
• and Logic
• Algebra Functions
• Geometry
• Trigonometry
• Statistics Probability

• Numbers Operations
• Algebra
• Measurement
• Geometry
• Data Probability

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I. Mathematic SkillsSI Curriculum

• Patterns, Relationships and Functions
• Basic Math Skills
• Number Sense and Numeration (Pre-counting)
• Number Sense (Counting)
• Number Sense (Recognition of Numerals)
• Number Sense (Writing of Numerals)
• Number (Ordering Comparing Numbers)
• Numerical and Algebraic Operations
• Functional Math, Geometry and Measurement
• Calendar
• Time
• Money
• Measurement
• Geometry Concepts

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Mathematics Relating EGLCEs to SI Curriculum
Strand 1. Numbers and Operations

• Math Content Expectation (General Ed Core
  Curriculum)
• Elementary School (Linked to Grade 4)
• N.ME.04.01Read and write numbers to 1,000,000
  relate them to the quantities they represent
  compare and order.
• Supported Independence Extended Benchmark for
  Elementary
• N.ME.e4.SI.EG01aUsing quantities of concrete
  objects or visual representations, demonstrate
  understanding of the terms same and/or more
  (numbers 0-20).
• From SI Curriculum 9 Section I Mathematics
• Increases Basic Math Skills
• B1 Number Sense and Numeration
  (Pre-counting)
• 12 Identifies the set with more
• 14 Recognizes/identifies
  quantitative concepts (more, less, many, few,
  etc.)

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English Language ArtsMichigan Curriculum
Framework

• High School
• Content Expectations
• (HSCEs)
• Writing, Speaking
• Expressing
• Reading Listening
• and Viewing
• Literature and Culture
• Language

• Elementary and Middle School (Grades K-8)
  GLCEs
• Reading
• Writing
• Speaking, Listening
• and Viewing

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II. Language Arts SkillsSI Curriculum

• A. Listening/Communication Skills
• A1. Listens Actively
• A2. Follows Directions
• A3. Demonstrates Appropriate Language Skills
• A4. Increases Vocabulary and Effectively Uses
  Language Skills
• A5. Interacts and Participates in a Variety of
  Communication Situations
• B. Reading/Functional Reading Skills
• B1. Visual Discrimination
• B2. Reading (Early Behaviors and Strategies)
• B3. Reading (Reader Across Content Areas)
• B4. Reading (Comprehension)
• B5. Reading (Text Structure)
• B6. Reading (Functional Reading)
• C. Functional Writing and Spelling Skills
• C1. Uses Writing Utensils/Pre-Writing
• C2. Writing
• C3. Spelling

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English Language Arts Relating EGLCEs to SI
Curriculum Strand 1. Reading
ELA Content Expectation (General Ed Core
Curriculum) Elementary School (grade
4) R.WS.04.01 Explain how to use word structure,
sentence structure, and prediction to aid in
decoding words and understanding the meanings of
words encountered in context. Supported
Independence Extended Benchmark R.WS.e4.SI.EG01a
Use simple structural and context cues to
recognize words paired with pictures and/or
objects (e.g., letter/sound including initial and
final consonant sounds, word families including
single syllable). From SI Curriculum 9 Section
II Language Arts B. Increases
Reading/Functional Reading Skills B5.
Reading (Text Structure) 6 Reads
pictures/word labels in environment and obtains
information.
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ScienceMichigan Curriculum Framework

• Elementary, Middle School and High School
  (Grades K-12) GLCEs
• Constructing New Scientific Knowledge
• Reflecting on Scientific Knowledge
• Using Life Science Knowledge
• Using Physical Science Knowledge
• Using Earth Science Knowledge

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IV. ScienceSI Curriculum

• A. Life Science Concepts
• A1. Animals
• A2. Plants
• A3. Living Organisms
• A4. Humans

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IV. ScienceSI Curriculum

• B. Physical Science Concepts
• B1. Magnets
• B2. Light
• B3. Sound
• B4. Electricity
• B5. Motion
• B6. Matter

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IV. ScienceSI Curriculum

• C. Earth Science Concepts
• C1. Earth
• C2. Weather
• C3. Seasons
• C4. Day/Night
• C5. Solar System

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SCIENCE Relating EGLCEs to SI Curriculum
Strand 3 Life Science
Life Science Content Expectation (General Ed Core
Curriculum) Elementary School (grade
4) III.2.e.1 Explain characteristics and
functions of observable body parts in a variety
of animals. Supported Independence Extended
Benchmark - elementary L.OR.SI.EB.III.2.e.1a Ident
ify sounds and/or characteristics of animals.
From SI Curriculum 9 Section IV Science A.
Develops Awareness of Life Science Concepts.
A1. Animals 2 Identifies sounds of
animals. 4 Identifies
characteristics of animals (fur, feathers, beaks,
claws, wings, teeth, fins, etc.)
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Social StudiesMichigan Curriculum Framework

• Strand 1 Historical Perspective
• Strand 2 Geographic Perspective
• Strand 3 Civic Perspective
• Strand 4 Economic Perspective
• Strand 5 Inquiry
• Strand 6 Public Discourse and Decision Making
• Strand 7 Citizen Involvement

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V. Social StudiesSI Curriculum

• V. Develops an Awareness of Social Studies
  Concepts
• Historical Perspective
• Geographic Perspective
• Civic Perspective
• Citizen Responsibility
• Economic Perspective
• Inquiry
• Public Discourse

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SOCIAL STUDIES Relating GLCEs to SI Curriculum

• Michigan Curriculum Framework
• Place events of their lives in chronological
  order
• Identify people and places in other locations and
  explain their importance to the community

• Supported Independence
• Sequence events of his/her life
• Identify people and places in the community and
  their importance

note EGLCEs for Social Studies are not finalized
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More Social Studies

• Supported Independence
• Identify classroom rules and follows them.
• Identify resources needed to produce selected
  goods and services.

• Michigan Curriculum Framework
• Identify rules at school and in the local
  community
• Select a particular good or service and describe
  the types of resources necessary to produce and
  distribute it

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Just a few RESOURCES for Section 9

• Emergent Literacy Success Merging Technology
  and Whole Language for Students with
  Disabilities, Creative Communicating, 1997
• Teaching Reading to Children with Down Syndrome,
  Woodbine House,
• Teaching Math to People with Down Syndrome ,
  Woodbine House, 2004
• Cognitive Skills for Community Living, Pro-ed,
  1991

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Finding Objectives in PE 1-8
2
II B
Obj.
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Finding Objectives in Section 9
Obj.
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Finding Objectivesin PE 1-8 Answers
Obj.
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Finding Objectives in Section 9 Answers
Obj.
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Part 3 Using the Model Curriculum to Write
Goals Objectives
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What Are Goals Objectives?

• Annual Goal a descriptive statement defining
  an ideal future state obtainable within
  1 year.
• Objective a descriptive statement defining
  a measurable activity.

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Goals vs. Objectives

• Goals are . . .
• Broad
• General
• Intangible
• Abstract
• Not measurable
• Long-term

• Objectives are . . .
• Narrow
• Precise
• Tangible
• Concrete
• Measurable
• Short-term

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A Tip for Writing Objectives
Objectives should specify four main things

• 1. Who the objective is aimed at?
• 2. What do you expect them to do?
• 3. How do you expect them to do it?
  Or under what conditions?
• 4. How much? To what degree?

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An Easy Way to Remember
The ABCD Method

• A Audience
• B Behavior
• C Condition
• D Degree

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Sample
AUDIENCE
CONDITION
Upon entering the classroom and without
prompting, Jane Doe will vocally express a one
word greeting to staff or peers, 4 of 5 mornings
each week.
BEHAVIOR
DEGREE
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How Can Teachers Use the Model Curriculum to
Write Goals and Objectives?
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The Process . . .

• Identify a student need using the outline.
• Use the Roman numeral on the outline section as
  the IEP Instructional Area.
• Use the A, B, C under the Roman numeral as the
  Annual Goal.
• Use the 1, 2, 3 under the A, B, C in the
  body of the curriculum as the Performance
  Objective.

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Performance Expectation 5 Participates
Effectively in Group SituationsI. IMPROVES
GROUP LEISURE RECREATION SKILLS. A. Increases
Participation Skills in Structured Group
Games/Activities/Team Sports. 1.
Participates in non-competitive group
games/activities.(Remember to go into the
body of the curriculum to find the 1, 2, 3.)

Example -
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I. Improves Group Leisure Recreation Skills
Instructional Area
Group Leisure Recreation Skills
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A. Increases Participation Skills In Structured
Group Games/Activities.
Annual Goal
Jane Doe will increase participation skills in
structured group games/activities.
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Short Term Objective
1. Participates in non-competitive group
games/activities.
During recess, Jane Doe will participate in
non-competitive group games/activities for a
minimum of 5 minutes.
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Lets Review. . .
IEP Student Jane Doe Date 10/24/07 Annual
Goal Jane Doe will increase participation
skills in structured group games/activities. Short
Term Objective During recess, Jane Doe will
participate in non-competitive group
games/activities for a minimum of 5 minutes.
Instructional Area
I. Improves Group Leisure Recreation Skills
Annual Goal
A. Increases Participation Skills in Structured
Group Games/Activities
Short Term Objective
1. Participates in non-competitive group
games/activities
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Questions about Writing Goals?
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Practice using SI Curriculum

• Use the sample PLAAFP scenario to create
• an instructional area
• an annual goal
• short term objective(s)
• Add ABCD elements.
• Share with those at your table.
• Volunteer to read yours aloud.

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Michigan Statewide Curriculum Project
Part 4 Cross-Referencing
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How is Cross-Referencing helpful?

• It shows you in the curriculum where you can find
  similar goals/objectives in a sequence that may
  also be appropriate for your student.
• It may also give you additional ideas as to other
  ways of working on a similar goal/objective.
• It may give you information about
  goals/objectives that may be pre-requisites to a
  goal that a student needs to accomplish.

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Supported Independence
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Cross-Referencing ExampleSupported Independence

• This goal A is related to
• PE 1 Goal II B Nutrition
• PE 2 Goal II B Food Preparation
• PE 4 Goal II C Eating Out in the
  Community
• note there are other columns and cross
  referenced goals for Supported Independence, but
  they are not able to fit this PowerPoint page.

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Cross-Referencing to AUEN
Supported Independence
AUEN statements are highlighted in yellow in
curriculum unable to do in PowerPoint.
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Questions about Cross-Referencing?
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Activity - Find Cross-Referenced Goals In SI
Curriculum
2. 1st Find PE 2, Goal III A
Increases Laundry Skills. 2nd List up to 5
of the cross-referenced goals for the above goal.
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Michigan Statewide Curriculum Project Part
5 Appendices(Support for the Teacher)
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Human SexualityAppendix

• Special Education

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Human Sexuality AppendixComponents

• Public Hearings
• Legal Obligations
• Notification to Parents
• Sexuality Education Definitions
• Philosophy/Introduction

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Human Sexuality AppendixLegal Obligations

• Board policy
• Public hearing
• Sex education advisory board
• Sex education supervisor
• Step-by-step process for approval
• Public laws

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Human SexualityResources/Websites

• MDE
• Materials Commonly Used Across the State
• Program specific
• Michigan Model
• Commercial
• Where to obtain sample curriculums

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Human Sexuality AppendixPhilosophy/Introduction

• This appendix is designed to assist educators
  and caregivers in providing appropriate
  individual instructional materials and strategies
  for sexuality education, as well as a process for
  obtaining a board-approved instructional program.

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Human Sexuality AppendixPhilosophy/Introduction

• NOT a curriculum but a resource
• NOT include individuals, as they move or change
  jobs
• Since abuse is so prevalent, a section relating
  to abuse needs to be included
• Signs/Symptoms
• Childabuse.org

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Methodologies Best Practices Appendix

• Templates
• Methodologies Strategies
• Active Learning
• Applied Beh. Analysis
• Brain Gym
• Handwriting without Tears
• MOVE
• NEWS-2-You
• PECS

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Methodologies Best Practices Appendix

• Methodologies Strategies (CONTINUED)
• Pix Writer
• Start Write
• T.E.A.C.C.H.
• Resources
• Catalogues
• Books
• Websites
• Craft recipes

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Parent InputAppendix

• For Participation and Supported Ind.
• Students Needs Questionnaire
• Family Priority Interview
• Parent/Guardian Survey
• Miscellaneous Input Forms
• Pre/Post IEP
• Daily Notebook
• Parent Surveys
• Intake Referral

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Task Analysis Forms Appendix

• For Community Based Instruction
• Pedestrian Safety
• Service Transactions
• Shopping
• Eating Out in the Community
• Leisure/Recreation
• Transportation
• Laundry

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Record Keeping Tools Appendix

• Observational Assessments
• Participation Level Observational Assessment Book
• Supp. Ind. Level Observational Assessment Book
• Manual Criteria Documents

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Record Keeping Tools Appendix

• Progress Charting Forms
• IEP Objective Monitoring Forms
• Participation in Activity Forms
• Specific Skills Data Collection Forms
• Group Performance Charts
• General Progress Charts
• Sample Forms Used in Schools

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Appendices Yet to Complete

• Technology
• Transition

Transition Plan
84
Appendices Yet to Complete

• Cross-Referencing
• Participation to Supported Ind.
• Supported Ind. to Participation
• MI Core Curric. To P/SI Curriculum

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Questions about Appendices?
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Michigan Statewide Curriculum Project
Conclusion Hopes DreamsNext Steps
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HOPES AND PLANS

• This becomes a curriculum model available for
  schools to voluntarily adopt/change/make their
  own.
• Training/support/contacts in place
• Additional professional development opportunities
  for special education staff
• Continual networking and dialogue
  updating/adding to curriculum as needed.
• INCREASED STUDENT LEARNING!
• Add picture(s) of students to come in after above
  words.

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For More Information

• Websites
• http//www.inghamisd.org/heartwood_curriculum/ind
  ex.html
• http//www.maase.org/ (then select
  Statewide Curriculum Project)

• Contacts at Ingham ISD (fill in own)
• Marcia Obrien at mobrien_at_inghamisd.org
• Bonnie Jackson at bjackson_at_inghamisd.org
• Eric Lynch at elynch_at_inghamisd.org

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