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Staff Development

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Title: Staff Development


1
SEACO Curriculum Guide
  • Staff Development
  • August 22, 2005
  • Angela McNeece
  • Imperial County Office of Education

2
NCLB and Special Ed
  • NCLB requires each state to establish challenging
    academic standards for students - including
    students with disabilities
  • Beginning with the 2005-06 school year students
    in 3rd through 8th grades plus one year in grades
    10 to 12 are to be assessed in the areas of
    Language Arts and Math
  • Beginning in the 2007-08 school year Science
    assessment will be administered to students in
    grades 3-5, 6-9, and 10-12 (one grade in each
    level)

3
NCLB and California
  • California currently assesses
  • Grades 2-8 in E/LA and Math and Grade 5 in
    Science
  • Grades 9-11 in E/LA, Math, and Grade 9 in Science
  • Grades 4 and 7 in Writing
  • California has an approved Accommodation /
    Modification matrix which can be downloaded
  • http//www.cde.ca.gov/ta/tg/hs/accmod.asp
  • California has an alternate assessment for
    students with the most significant disabilities -
    CAPA

4
Selecting the Standards
  • October 2001 the Alternate Assessment Advisory
    Workgroup reviewed grades K-12 California content
    standards for E/LA, Math, Science, History-Social
    Science
  • Standards most appropriate for students with
    significant disabilities were prioritized
  • A priority variable from 1-5, with 5 being the
    highest was assigned to each standard
  • The content standards were viewed as a continuum
    of skills with functional skills being
    prerequisites for the more advanced academic
    curriculum skills

5
Selecting the Standards
  • The committee used the following questions to
    guide their selection
  • Does this standard reflect an important
    curriculum goal for all students, including
    students with significant cognitive disabilities?
  • Can a functional performance indicator be written
    to show progress toward mastery of the standard?
  • Could this standard be considered appropriate if
    communication modes are expanded to include
    modified input and output tools? (i.e.,
    communication boards, sign language, pictorial
    representation)
  • At no time were any standards changed!

6
Functional Performance Indicators
  • Were developed by a representative group of
    California teachers
  • Link functional skills to the standard
  • Are listed somewhat sequentially
  • Were intended to help teachers tie functional
    skills to core content areas
  • Are not an all inclusive list
  • Became the basis for CAPA

7
Updated SEACO Curriculum Guide
  • Based on the subset of standards and functional
    performance indicators established by the
    Alternate Assessment Advisory Workgroup in
    October 2001
  • Intended to help teachers navigate through the
    core content standards
  • Not a scope and sequence
  • Broken into two distinct areas
  • Core Content Access
  • Instructional Best Practices

8
Standards-Based IEPs
  • Tie individual student needs to state standards
  • Show access and progress in the general education
    curriculum
  • Allow general ed and special ed to speak the same
    language
  • Are used as a framework for teaching
  • Tell what to teach, not how to teach
  • Present many challenges for teachers of students
    with significant disabilities

9
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10
Core Content Access
  • Introduction
  • Assessment - includes data collection samples
  • IEP Development
  • Task Analysis
  • English/Language Arts
  • English Language Development (ELD) - NEW!!
  • Mathematics
  • Science
  • History-Social Science
  • Health
  • Physical Education
  • Visual and Performing Arts (under construction)
  • Resource Section for each Core Area

11
LANGUAGE ARTS INSTRUCTIONAL MATERIALS
Vendor Description Standard
12
LANGUAGE ARTS TECHNOLOGY/COMPUTER SOFTWARE
Vendor Description
13
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14
Functional Skill Areas
  • Communication
  • Self Care/Independent Living
  • Motor Skills/Mobility
  • Functional Academics
  • Vocational
  • Social-Emotional
  • Recreation-Leisure

15
Alignment Matrix
16
Using the Curriculum Guide
  • E/LA Table of Contents
  • Standard 1 Recognize and name all uppercase and
    lower case letters of the alphabet
  • FPI 1.1 Student will recognize pictures for
    specific activities
  • FPI 1.2 Student will distinguish letters from
    non-letters
  • FPI 1.3 Student will match same case letters
  • FPI 1.4 Student will match lower case to upper
    case letters
  • FPI 1.5 Student will produce ABCs
  • FPI 1.6 Student will alphabetize to find words
    in a list

17
English/Language Arts
18
English Language Development
19
  • IEP COMPONENT CHECKLIST
  • Present Levels
  • Outcome of previous years objectives
  • Rationale for proposed goals and objectives
  • Baseline present level for proposed goals and
    objectives
  • Reference to most recent triennial
    recommendation(s)
  • Level of instruction for EL student
  • Annual Goal (leading to educational benefit)
  • Anticipated date of completion of annual goal
    (mm/dd/yy)
  • Alignment with state standards using Functional
    Performance Indicator
  • Terminal Performance Objective (the final
    objective) including
  • Observable Behavior
  • Criteria
  • Mastery
  • Method of Measurement
  • Professional(s) Responsible

20
E/LA Example 1
  • Functional Skill Communication (Receptive)
  • Standard E/LA 17- Understand and follow one-
    and two-step directions
  • Functional Performance Indicator Perform action
    to comply with 1-step direction
  • Goal By (mm/dd/yy), Jennifer will perform action
    to comply with a one-step direction by touching 5
    named body parts within 5 seconds of verbal
    request 80 of trials for 5 consecutive trial
    days as observed and recorded by staff.

21
E/LA Example 1 plus ELD
  • Functional Skill Communication (Receptive)
  • Standard E/LA 17 - Understand and follow
    one-and two-step directions
  • ELD Standard Respond to simple directions and
    questions using physical actions and other means
    of nonverbal communication
  • Functional Performance Indicator Perform action
    to comply with 1-step direction
  • Goal By (mm/dd/yy), Jennifer will perform action
    to comply with a one-step direction by touching 5
    named body parts within 5 seconds of verbal
    request 80 of trials for 5 consecutive trial
    days as observed and recorded by staff.

22
Math Example 1
  • Functional Skill Functional Academics
  • Standard Math 1 - Count, recognize, represent,
    name and order a number of objects (up to 30)
  • Functional Performance Indicator Will count
    using 11 correspondence
  • Goal By (mm/dd/yy), given assistance with
    pointing and given verbal direction, Leonardo
    will count up to 5 objects using 11
    correspondence over 80 of trials for 5
    consecutive trial days as observed and recorded
    by staff.

23
Math Example 1 plus ELD
  • Functional Skill Functional Academics
  • Standard Math 1 - Count, recognize, represent,
    name and order a number of objects (up to 30)
  • ELD Standard Begin to speak with a few words or
    sentences by using some English phonemes and
    rudimentary English grammatical forms
  • Functional Performance Indicator Will count
    using 11 correspondence
  • Goal By (mm/dd/yy), given assistance with
    pointing and given verbal direction, Leonardo
    will count up to 5 objects using 11
    correspondence over 80 of trials for 5
    consecutive trial days as observed and recorded
    by staff.

24
Science Example 1
  • Functional Skill Functional Academics
  • Standard Science 1 - Compare and sort common
    objects by one (1) physical attribute (e.g.,
    color, shape, texture, size, weight)
  • Functional Performance Indicator Sort objects by
    color
  • Goal By (mm/dd/yy), when presented with 5 colors
    1 at a time, Leonardo will sort objects by color
    by verbally labeling color within 5 seconds of
    verbal request 80 of trials for 5 consecutive
    trial days as observed and recorded by staff.

25
Science Example 1 plus ELD
  • Functional Skill Functional Academics
  • Standard Science 1 - Compare and sort common
    objects by one (1) physical attribute (e.g.,
    color, shape, texture, size, weight)
  • ELD Standard Begin to speak with a few words or
    sentences by using some English phonemes and
    rudimentary English grammatical forms
  • Functional Performance Indicator Sort objects by
    color
  • Goal By (mm/dd/yy), when presented with 5 colors
    1 at a time, Leonardo will sort objects by color
    by verbally labeling color within 5 seconds of
    verbal request 80 of trials for 5 consecutive
    trial days as observed and recorded by staff

26
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27
Instructional Best Practices
  • Best Practices - contains information to assist
    teachers in writing professional goals and is a
    guide for general education administrators who
    supervise special education certificated staff
  • Classroom Organization
  • Scheduling
  • Lesson Plans
  • Substitute Plans
  • Community Based Instruction
  • Assistive Technology
  • Integration
  • Mainstreaming
  • Inclusion
  • Transition
  • The L.I.S.S.T. and The B.R.I.D.G.E. - NEW!!
  • Glossary
  • Paraeducators
  • Physical Room Arrangement
  • Grouping of Students

28
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29
Lakeshore
  • SEACO and Lakeshore have joined together to
    produce this updated version which includes
  • Two binders - Core Content Access and Best
    Instructional Practices
  • Sample Goal Strip
  • CD with supplemental materials

30
CD with Supplemental Materials
  • IEP Component Checklist
  • Data Collection Forms
  • CBI Forms
  • Transition Guide Sample
  • Mainstreaming and Integration Forms
  • The LISST
  • The BRIDGE

31
The L.I.S.S.T.
  • Developed by Orange County Department of
    Education
  • Listing of Independent Student Skills for
    Teachers
  • Contains 27 skill areas which are roughly
    sequenced based upon typical development
  • Serves as a reference for developing goals and
    objectives

32
The B.R.I.D.G.E.
  • Developed by Orange County Department of
    Education
  • Building Relevance Into Daily Generalization
    Experiences
  • Intended to assist students in performing
    mastered skills in additional settings, with
    additional materials and with additional people
  • Is a collection of 184 letters to parents with
    suggested activities for generalization
  • Will be available in Spanish in the near future

33
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34
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35
  • THEMATIC UNIT PLAN
  • Unit Theme Lewis and Clark Core Area
    Math Grade Level Early Elementary CAPA
    Level 1 2 3 4 5
  • Standard for the Thematic Unit Math 1 count,
    recognize, represent, name and order a number of
    objects (up to 30)
  • Functional Performance Indicator 1.6 - student
    will count using 11 correspondence Lesson Art
    Activity - 1804 Flag
  • Student Outcome(s) Student will count objects
    up 15 CSTP Planning Instruction and Designing
    Learning Experience (BP-7)

PLAN FOR GENERALIZATION Send flags home w/BRIDGE
letter and ask parents to count stars and stripes
with student. (B-133)
ELD Standard Begin to speak with a few words or
sentences by using some English phonemes and
rudimentary English grammatical forms
36
Next Steps
  • Continue work with Lakeshore for development of
    instructional materials to support curriculum.
  • Lakeshore is pursuing process through CDE to be
    able to purchase through state textbook funds.
  • Continue work with CDE Alternate Assessment
    Workgroup and Advisory Committee for changes to
    CAPA and modify curriculum guide as necessary.
  • Development of computerized IEP systems which
    incorporate sample goals from curriculum.
  • Continue to conduct regional Training of Trainers.

37
Questions/Contact Information
  • Angela McNeece
  • Special Education Director
  • Imperial County Office of Education
  • 1398 Sperber Road
  • El Centro, CA 92243
  • 760-312-6428 phone
  • 760-312-6530 fax
  • amcneece_at_icoe.org
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