Title: Staff Development
1SEACO Curriculum Guide
- Staff Development
- August 22, 2005
- Angela McNeece
- Imperial County Office of Education
2NCLB 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)
3NCLB 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
4Selecting 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
5Selecting 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!
6Functional 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
7Updated 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
8Standards-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(No Transcript)
10Core 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
11LANGUAGE ARTS INSTRUCTIONAL MATERIALS
Vendor Description Standard
12LANGUAGE ARTS TECHNOLOGY/COMPUTER SOFTWARE
Vendor Description
13(No Transcript)
14Functional Skill Areas
- Communication
- Self Care/Independent Living
- Motor Skills/Mobility
- Functional Academics
- Vocational
- Social-Emotional
- Recreation-Leisure
15Alignment Matrix
16Using 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
17English/Language Arts
18English 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
20E/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.
21E/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.
22Math 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.
23Math 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.
24Science 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.
25Science 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(No Transcript)
27Instructional 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(No Transcript)
29Lakeshore
- 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
30CD with Supplemental Materials
- IEP Component Checklist
- Data Collection Forms
- CBI Forms
- Transition Guide Sample
- Mainstreaming and Integration Forms
- The LISST
- The BRIDGE
31The 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
32The 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(No Transcript)
34(No Transcript)
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
36Next 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.
37Questions/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