Lets review all the good stuff we learned yesterday

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• Lets review all the good stuff we learned
  yesterday!
• Ultimate Outcomes of Education
• Domains of Instruction
• Present Levels of Performance
• Well Constructed Goals Objectives

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What are the ultimate outcomes of
education?(hint There are four.)
Raffle Time IEP Quiz!
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Raffle Time IEP Quiz

• What are the three parts of a well constructed
  IEP goal?

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The excitement continues

• Regular Program Participation
• Accommodations Modifications
• 3 Broad Categories
• Instructional
• Classroom Assessment
• Behavior Support

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What is a modification and/or accommodation? Are
they the same thing?When do you use them? Who
determines when and what to use?
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Testing Accommodations

• Classroom Testing Accommodations can be utilized
  in any educational setting, including special
  education classes.
• In order to use "Special Accommodations" with all
  TCAP assessments, classroom testing
  accommodations /modifications must be documented
  in the IEP and should be used consistently with a
  child over the previous year.

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• Accommodations - Any supports or services that
  will help a student access the curriculum and
  validly demonstrate learning.
  (CEC-Council for Exceptional
  Children)
• Accommodations in Assessment - The alteration in
  how a test is presented to the test taker or how
  the test taker responds includes a variety of
  alterations in presentation format, response
  format, setting in which the test is taken,
  timing or scheduling. The alterations do not
  substantially change level, content or
  performance criteria. The changes are made in
  order to level the playing field, that is, to
  provide equal opportunity to demonstrate what is
  known. (NCEO-National
  Council for Educational Outcomes)

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• Adaptations - Changes made to assessment
  practices that allow students to participate in
  the assessment. Adaptations include (1)
  accommodations and (2) modifications.
• Modification - Refers to any educational plans
  that change the content and performance
  expectations for what students should learn. For
  example, the IEP Team may deem it inappropriate
  to ask a student to master every performance
  standard listed. (CEC)
  OR Substantial changes in what a student is
  expected to learn and/or demonstrate. The changes
  include changes in instructional level, content,
  and performance criteria, as well as changes
  intest form or format. (NCEO)

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Compare the state form on Regular Education
Participation with the Projects form (formerly
known as page 4a).
The LRE for LIFE Projects page can be found in
the drop down menu on Easy IEP.
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Compacting Activity

• Independently review the LRE for LIFE Projects
  Accommodations/modifications page (blue handout)
• Place a check mark next to any item with which
  you are not familiar Or any item you are not
  comfortable supporting a general education
  teacher in implementing.

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JIGSAW

• ASSIGN TOPICS
• EXPERTS CONSULT
• CREATE
• PRACTICE
• TEACHING PLAN

• RETURN AND
• SHARE
• WORK ON TEAM
• WORKSHEET
• INDIVIDUAL QUIZ
• RECOGNITION

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JIGSAW

• INSTRUCTIONAL
• CLASSROOM ASSESSMENT
• BEHAVIOR SUPPORT

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Activity
In your EXPERT GROUPS

• Review the accommodations/modifications in your
  assigned category.
• Discuss/explain any accommodation that was marked
  with a check by anyone in the group.
• Be prepared to share your newfound knowledge with
  a new group!

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COUNT ME IN
Raffle Time
How many squares of any size are in this grid?
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• Instructional
• Presentation of subject matter
• Materials
• Environmental Arrangements

• Classroom Assessment
• Assignments
• Pacing
• Testing

• Behavior Support
• Generic Positive Behavior supports
• Social Interaction Support
• Self-Management/Monitoring
• Consequence Manipulations

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Common Planning Time
Collaboration
Multiple Intelligences Grid
Shared Lesson Plans
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Spatial Intelligence
Teaching Activities

• 3-D construction kits
• 3-D maps
• Art appreciation
• Art illustrations
• Binoculars, telescopes,
• microscopes
• Book covers
• Bristle blocks
• Building a model
• Bulletin boards
• Charts
• Collages
• Color coding, cues
• Color wheel
• Creative day dreaming
• Diagrams
• Diagram sentences
• Draw pictures
• Tangrams

• GeoSafari
• Geoboards
• Graphic symbols
• Graphs
• Hangman
• Idea sketching/Mind mapping
• Illustrating
• Lacing cards
• Legos, Lincoln Logs
• Magic Eye
• Make books
• Make/Read maps
• Salt trays
• Same/Different
• Sand trays
• Shaped poems
• Stringing board
• Videotaping speeches
• Visual organizers.

• Math Safari
• Movies
• Murals
• Optical illusions
• Outline letters
• Painting
• Pattern blocks
• Pegboards
• Photography
• Pictionary
• Picture metaphors
• Pictures
• Play dough
• Posters
• Puzzles
• Rebuses

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BODILY-KINESTHETIC INTELLIGENCE
TEACHING ACTIVITIES

• Games
• Gardening
• Hands-on manipulations
• Inside-Out coop structure
• Messy activities
• Mime
• Mix Match
• P.E.
• Physical relaxation exercises
• Puppets
• Rice or sand table
• Role playing
• Shaving cream
• Sign language
• Slingerland writing
• Spelling bee
• Sports
• Textured letters shapes

• Acting Drama
• Acting out a story
• Ballet
• Bear in the Woods science
• Body maps
• Body shapes of grammar
• Building blocks
• Building items
• Building shapes
• Competitive games
• Cooking
• Cooperative games
• Crafts
• Dance creative movements
• Exercise
• Field Trips
• Finger play
• Five senses blindfolded

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MUSICAL INTELLIGENCE
Teaching Activities

• Background music Mood music
• Ballet
• Beat on drum
• Chants
• Choral reading/responses
• Clap spelling
• Creating new melodies for concepts
• Cultural music
• Finger play songs
• Group singing
• Humming
• Jingles
• Karaoke
• Linking old tunes with concepts
• Listening to music
• Listening to inner musical imagery
• Using microphones
• Musical transition cues

• Opera
• Patterns with rhythm
• Playing instruments
• Poetry reading
• Raps
• Records, CDs
• Rhythm rhythm instruments
• Singing as mnemonic (e.g., ABC song, Days of
  Week Song Continent Song, )
• Singing as content for studies (e.g. We didnt
  start the fire, Candle in the Wind, Signs, Battle
  of 1812)
• Singing to give directions
• Sing Clap
• Snap, clap, tap to patterns
• Sound effects
• Record songs
• Whistling

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Activity
Generate some additional ways to assist the
general education teacher (of the student who has
one of the previous three accommodations) to
implement the accommodation.
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Self Management Strategies
The use of a procedure that enables the user to
manage behaviors or environmental events
previously not under his or her
control (Litrownik,1982).
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Jessicas Mad/Angry Cards
2
3
1
..
THINK!!
..
How do you feel?
MAD
SCARED
2 deep breaths 1 2 3 4 5 6 7 8 9
HAPPY
SAD
5
6
4
Great Job Jessica!
What could I do?


CHOOSE
WHY?
Say Please
Talk
Walk Away
Wait
Share
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Jackies Schedule
morning
mid-day
DONE!
afternoon
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Completing Sams Morning Routine(Auditory
Prompting Example)
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Activity
Common Issue Student in your class is
unorganized. Can not find his materials when you
give directions for usage. (Could be 1st grade,
could be 10th grader or anything between or
above).
With your football partner, generate a process
that is efficient and one which you anticipate
being effective, that the student can do
independently and daily to get and stay organized.
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Self Management Strategies
SELF MONITORING
A PROCEDURE THAT HELPS A STUDENT IDENTIFY A
SPECIFIC RESPONSE, DETECT WHETHER THE RESPONSE IN
QUESTION HAS OCCURRED AND MAKE SOME RECORD OF THE
RESPONSE.
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Coming to Class with Needed Materials Name____
_____________________________
Week of__________________


Do I have
Monday
Tuesday Wednesday
Thursday Friday my
pencil my notebook my
textbook paper to write on

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Activity
Common Issue Student is trying to follow rule of
keeping hands and feet to him/herself. Could be
1st grade, could be 7th grade.
With your soccer partner, generate a method the
student can use, that is not stigmatizing and is
age-appropriate to self monitor keeping hands and
feet to self.
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Whatzit
Raffle Time Trivia Question

• Two views of the same small metal object. An
  adjustable ring fits over a cylinder as small as
  a little finger, and doing so pushes the
  spring-loaded cap open. What is it?

Answer candle snuffer Place at desired height
on candle, when the wick burns below hinge, cap
snaps shut extinguishing the candle.
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The many activities we have done with you thus
farcan you name em? Lets put them on a post it.
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www.kaganonline.com 1-800-WeeCO-OP
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Use functional/authentic instruction
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Activity
Get with your baseball partner and choose one of
the six objectives that you generated between
you.
On a piece of paper write at least 3 objectives
you will be teaching this year.
In the next 2 minutes generate as many authentic
applications, in your age and grade and
developmental setting, for that objective. In
other words, Why do your students need to learn
this objective, at this time in their lives?????
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Activity
Get a partner who teaches at the same age level
(el. mid. h.s.) as you.
With that partner, choose a subject area on which
to focus for this activity.
Plan for Samanthas active participation in the
subject area on which you are focusing given that
Samantha has an instructional accommodation of
focusing on IEP goal only see page 9 behavior
support goal.
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Goal While at school Samantha will decrease the
use of profanity from the baseline of at least
once per day to once per month for four
consecutive months. Objective 1 During a
situation known to upset/anger Samantha, she will
use her anger management system to respond to the
situation 9 out of 10 situations as recorded by
classroom teacher. Objective 2- During a
situation known to upset/anger Samantha, she will
use her anger management system to respond
appropriately to the situation 9 out of 10
situations as recorded by classroom
teacher. Objective 3- When faced with an
upsetting situation Samantha will respond in a
socially appropriate way 9 out of 10 situations
as reported by Samantha.
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Activity cont'd.
Partners share!
Plan for Nancys active participation in the
subject area on which you are focusing given that
Nancy has an instructional accommodation of
focusing on IEP goal only see page 6 personal
management goal.
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Goal Throughout the day, Nancy will manage her
time by independently using a personal schedule
for the day and within classes/activities 27 out
of 30 consecutive days. Objective 1 Upon
arriving at school/to a specific class, Nancy
will get her schedule and put it with her things
27 out of 30 consecutive days. Objective 2- When
the natural cue occurs (e.g., the bell rings
and/or the teacher tells the class to transition)
Nancy will check her schedule, pointing to the
next class/activity 27 out of 30 consecutive
days. Objective 3- After completing the scheduled
class/activity, Nancy will mark off that class
activity on her schedule 27 out of 30 consecutive
days.
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Activity cont'd.
Partners share!
Last but not least, plan for Tims active
participation in the subject area on which you
are focusing given that Tim has an instructional
accommodation of focusing on IEP goal only see
page 3 functional academic/personal management
goal.
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Goal Given a cue to write his personal
information (e.g., worksheet handed out, paper to
hand in, etc.) Tim will correctly and legibly
write his first and last name 9 out of 10
times. Objective 1 Given his name written in
dotted form, Tim will correctly and legibly trace
his first and last name 9 out of 10
times. Objective 2- Given a blank next to his
last name written in dotted form, Tim will
correctly and legibly write his first name and
correctly and legibly trace his last name 9 out
of 10 times. Objective 3- When told to put his
name on a paper Tim will correctly and legibly
write his first and last name 9 out of 10 times.
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Errorless Learning
Definition Errorless learning strategies focus
on minimizing errors while the person learns
particular activities and skills. It does so by
providing the learner added information or
assistance BEFORE the student is able to make an
error. (PROMPT) The prompt is then
systematically faded, until the learner responds
independently to the naturally occurring cues and
consequences.
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Provide special equipment
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Classroom Assessment Accommodations/Modifications

In order to justify appropriateness of
accommodations for any state mandated tests,
items should be used consistently with a student
over the previous year. AND Must be allowable or
complete and seek approval of a unique
accommodations form.
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The Multiple Intelligences!
Linguistic (Word Smart) The capacity to use
words effectively, whether orally or in writing
and to manipulate syntax or structure of
language, the semantics or meanings of language,
and the pragmatic dimensions or practical uses of
language.
Logical-Mathematical (Number Smart) The
capacity to use number effectively, and to reason
well. Includes sensitivity to logical patterns,
and relationships, statements and propositions.
Spatial (Picture Smart) The
ability to perceive the visual-spatial world
accurately and to perform transformations on
those perceptions. Involves sensitivity to color,
line, shape, form, space and relationships that
exist between these elements.
Bodily- Kinesthetic (Body Smart) Expertise in
using ones whole body to express ideas and
feelings and facility in using ones hands to
produce or transform things. Involves specific
physical skills such as coordination, balance,
dexterity, strength, flexibility, and speed, as
well proprioceptive, tactile, and hapatic
capacities.
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The Multiple Intelligences! Cont.
Musical (Music Smart) The capacity to
perceive, discriminate, transform, and express
musical forms. Includes sensitivity to the
rhythm, pitch or melody, and timbre or tone color
of a musical piece.
Interpersonal (People Smart) The
ability to perceive and make distinctions in the
moods, intentions, motivations, and feelings of
other people. Includes sensitivity to facial
expressions, voice, and gestures capacity for
discriminating among many different kinds of
interpersonal cues and the ability to respond
effectively to those cues in some pragmatic way.
Intrapersonal (Self Smart) Self-knowledge and
the ability to act adaptively on the basis of
that knowledge. Includes having an accurate
picture of oneself (strengths and limitations)
awareness of inner moods, intentions,
motivations, temperaments and desires, and the
capacity for self-discipline, self-understanding,
and self esteem
Naturalist (Nature Smart) Expertise in the
recognition and classification of the numerous
species the flora and fauna of an
individuals environment. Includes sensitivity to
other natural phenomena (e.g., cloud formations,
and mountains) and, in the case of those growing
up in an urban environment, the capacity to
discriminate among nonliving forms such as cars,
sneaker, CD covers, etc.)
Existentialist (Spirit Smart) Sensitivity and
capacity to tackle deep questions about human
existence, such as the meaning of life, why do we
die and how did we get here.
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The general curriculum is the default. BUT
Student is not going to learn the full
curriculum.
(We know this because the present level of
performance was so thorough.)
We have to ask a series of questions.
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DIFFERENTIATING CONTENT
dicontent.ppt LRE for LIFE Project 6/23/98
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Cant really answer these alone cause you are
not familiar with all of the curriculum. You are,
after all, the special education teacher.
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With the general education teacher review
curriculum frameworks for specific content
areathen about the focus for the year in for a
specific student.
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Activity part 1
Line Up
According to the lowest grade/age you teach and
support (for whom you have to facilitate the
generation of the IEP). Get in groups of four
beginning at front of line.
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Activity part 2
Choose a subject area on which you wish to
focus. High school people, choose a Gateway
subject or US History or Marketing.
Spend five minutes reviewing the curriculum
standards. Facilitators will hand out cards
describing students
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Activity part 3
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Prioritize goals and corresponding objectives for
content area adding goal pages, as addendum if
necessary, to the existing IEP.
This is assuming you did not do all of this prior
to the beginning of the year/semester.
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Example of Academic Goal for Student with
Significant Needs
Goal While in the third grade writing block,
Taylor will correctly write a variety of words
including but not limited to her full name, the
current date and the teachers name, and use a
rubric to evaluate her own and her peers work, 9
out of 10 consecutive probes.
Objective 1 During journal writing Taylor will
trace at least the following once per session
her full name, the current date, and the
teachers name, 9 out of 10 consecutive probes.
Objective 2 After printing her narrated story,
Taylor will independently write her full name on
the paper, 9 out of 10 probes.
Objective 3 While working with a peer Taylor
will point to the same place on the rubric as her
peer, for each convention reviewed 9 out of 10
probes.
Objective 4 After publishing a written work,
Taylor will use the writing rubric to evaluate
her composition 9 out of 10 probes.
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Activity part 4
For each of your assigned students, generate at
least one goal for your focus subject area and at
least three objectives corresponding to that goal.
Take volunteers to share goal and objectives and
have group critic and revise as needed.
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Consider learning styles change assessment mode
to
Authentic applications of content/concept
Alternate test administrator/locale.
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Raffle Time Trivia Question
Martin Luther King, Jr. was not born Martin.
What did his parents originally name him?

• Martin Luther King Jr. was actually born Michael
  Luther King. His father, Michael Sr., changed
  both their names in 1935 in honor of the
  15th-century Protestant reformer.

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Behavior Support Accommodations/Modifications
If a Positive Behavior Support Plan has been
completed, use the items to emphasize priority
strategies and reference the Support Plan for
details.
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Behavior Support Accommodations/Modifications
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Behavior Support Accommodations/Modifications
Use instruction/assessment that capitalizes on
strengths/interests
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Jackies Schedule
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Behavior Support Accommodations/Modifications
Assign daily classroom job in strength/interest
area
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Behavior Support Accommodations/Modifications
Social Interaction Support
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Timothys Take Home Checklist

• Spelling Yes No
• What____________________
• Reading Yes No
• What ___________________
• Science Yes No
• What ___________________
• Social Studies Yes No
• What ___________________
• Math Yes No
• What ___________________
• English Yes No
• What ___________________
• Any notes Mom needs to sign, report card, other?
• Yes No

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Activity
Get into groups of four
One half of the room choose a classroom rule. The
other half of the room choose a social skill.
Generate a T-chart for your assigned rule/skill.
Be prepared to share with the group.
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Division Helper
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SELF MONITORING - SUBTRACTION BILLY 1. I
copied the problem correctly 2. I regrouped when
I needed to (top number is bigger than
bottom). 3. I borrowed correctly (number crossed
out is one bigger) 4. I subtracted all the
numbers 5. I subtracted
correctly
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Writing a Paragraph

• 1. Did I indent at the beginning?
• 2. Did I write at least three sentences?
• 3. Do the subject and the verb agree in each of
  my sentences?
• 4. Does my paragraph have a main idea?
• 5. Do the other sentences support the main idea?
• 6. Did I capitalize at the beginning of each new
  sentence?
• 7. Did I use correct punctuation?

The LRE for LIFE Project
Self management/writing.ppt
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Provide self-monitoring checklists for unwritten
curriculum (class rules, procedures, social
skills, etc.)
Provide step by step checklists for academic tasks
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Behavior Support Accommodations/Modifications
Consequence Manipulations
(A consequence is ANYTHING that follows a
behavior.)
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Range of Consequences
Reinforcing
Logical or Natural
Conventional
Generic Reminder Warning Choosing Planning
Instructional
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Activity
Rule Keep hands and feet to self OR No public
displays of affection.
For the above rule generate a range of
consequences for both following the rule and
breaking the rule. Refer to slide 91 in your
handout for the types of consequences.
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Maintain a to Ratio
of Positive to
Negative Interactions
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Provide verbal reinforcers
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Edible Social Activities and Privileges Tangibles/
Things Tokens Other

• visual
• auditory
• olfactory
• tactile
• vestibular

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DIRECTIONS for the Regular Education
Participation

• The IEP Team should determine what
  accommodations/modifications, if any, the child
  needs in order to access the general curriculum.
• The accommodations/modifications should be based
  on the child's needs as they relate to his/her
  disability.

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State suggested questions to answer
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• Additional Questions for determining
  Accommodations and Modifications
• Instructional
• Does this student need direct instruction in a
  particular and/or variety of modes? (Consider
  learning styles, multiple intelligences, etc.
  visual, bodily kinesthetic etc.)
• Does this student need classroom
  materials/devices that are not what typical
  learners use? (e.g. large print, photographs,
  pictures, auditory,)
• Does the student learn best with specific
  environmental arrangements?

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• Additional Questions for determining
  Accommodations and Modifications
• Classroom Assessments
• Does this student complete an entire assignment,
  or does the assignment have to be broken down
  into different parts/done over multiple sessions?
• Does this student perform best if directions were
  given in an alternative format? (e.g. written,
  pictorial, auditory, etc.)
• Does this students assignments need to be
  modified based upon the length of the assignment,
  difficulty of content, or grading scale?
• Does this student perform best in different
  settings? (alternative test locale)
• Does the student perform best using a modified
  format of test? (extra time, abbreviated format,
  oral testing)

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• Additional Questions for determining
  Accommodations and Modifications
• Behavior Support
• Does this student need support in social
  interactions?
• Does this student have difficulty managing time,
  space, behavior, or personal belongings?
• Does this student have difficulty transitioning
  or accepting changes in his/her schedule
  appropriately?
• Does this student respond well to frequent,
  preferred reinforcers?

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Current Descriptive Information Describe the
child's strengths________________________________
_________ ________________________________________
_________________________ Describe the concerns
of the parents regarding their child's
education_________ ______________________________
___________________________________ Describe how
the child's disability affects involvement and
progress in the general curriculum_______________
_________________________________________
Write "Yes" or "No" under Exceptional column
for each area assessed. Remember "Exceptional"
areas require a completed Goal Sheet.

• Consideration of Special Factors for IEP
  Development
• limited English proficiency? blind or visually
  impaired? Braille? communication needs? ___ deaf
  or hard of hearing? assistive technology?
  behavior impede his/her learning or that of
  others?

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Activity Part 1

• Choose 1 of your IEPs and write a short
  description of the student to whom that IEP
  belongs.
• Present your description to the other members of
  your team.
• Answer the state suggested and additional
  questions for each student on the PINK SHEET.
  Ask for input from your team members as you
  answer each question.

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Activity Part 2

• With your team members, generate appropriate
  accommodations and modifications for your student
  according to your responses to the state and
  additional questions.

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Questions
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Raffle Time Trivia Question
PUMICE

• _____________IS THE ONLY ROCK THAT FLOATS.

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Last but not least...

• Please complete the evaluation. We appreciate
  your feedback and will use it to better our
  future presentations.

Thank you for your time!
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Where did the marshmallow get its name?
Raffle Time Trivia Question

• It was named after an edible plant, the marsh
  mallow. Why? A jellylike gum, which can be
  extracted from the plants roots, was first used
  as a folk medicine and as an ingredient in cough
  syrups. Later, confectioners used it as a firming
  agent in soft, puffy marshmallow candies. What
  does it taste like? Youll probably never
  knowtoday, gum arabic or gelatin is used, so
  theres no marsh mallow in marshmallows.