2. ALIGNMENT OF STANDARDS-BASED INSTRUCTION AND FUNCTIONAL SKILLS 1

3. Getting Started 2 Process: 1. Identify the standard 2. Review outcomes 3. Identify Instructional Activities Re-think what “functional” is Provide supports that promote independence

4. Step 1 Identify and link to the appropriate content standard(s). – State Standard Linked to Common Core – PSSA Anchors – Review what the standard is about The Big Idea – Wiggins and McTighe The Enduring Understanding – Wiggins and McTighe Deconstruct the Standards – Stiggins Unpacking the Standards 3

5. Guiding Questions What is the Standard? What is the grade level expectation? – PSSA anchor What is the Standard all about? – Big Idea – Essential Questions 4

6. Webb’s DOK Levels (2002) DOK Level 1 Recall of Information DOK Level 2 Basic Reasoning DOK Level 3 Complex Reasoning DOK Level 4 Extended Reasoning 5

7. DOK, Verbs, and Difficulty Cognitive complexity is not solely dependent upon the verb contained in the benchmark or item Cognitive complexity is not dependent upon anticipated difficulty 6

8. Step 2 Determine the Outcomes. – Refer to the grade level PSSA Anchors and Eligible Content – Use grade level curriculum as a guide Guiding Questions – What are the desired outcomes for all students? – How will students demonstrate their knowledge and skills? 7

9. Common Understanding of DOK Use the nouns and verbs to deconstruct the anchors and eligible content and to determine what the students need to know and be able to do Give generic examples for each level (e.g., identify shape, describe shape, use shape to…) – Remember the verb alone is not a true indicator of the DOK Adapted from Understanding by Design Professional Workbook, Wiggins & McTighe, 2004, ASCD 8

10. Example 9

11. Step 3 Identify the instructional activities that move the student toward achievement of the standard. Instructional activities for all students Typical classroom activities – lecture, note-taking, etc. Active participation for a student with significant cognitive disabilities All parts of instruction based on student strengths and moving the student toward learning of prioritized outcomes linked to the grade level content standard Previously identified and/or additional supports specific to instructional activities – Identify barriers – Determine supports 10

12. Guiding Questions Is the student actively participating in each part of the instructional activity? Are the activities moving the student toward outcomes linked to the grade level content standard? – Can the student access instruction? Is targeted information provided in student’s mode of communication? – Can the student interact with instruction and materials? Does the student have the means to demonstrate knowledge, skills, and concepts acquired? – What will engage the student in the activity? How will the student remain motivated long enough to learn? 11

13. 1.Food Web Activity. Each student will take an activity card and hang it round his/her neck. Read the card to identify organism and follow directions. “ Eat ” by placing one hand on the appropriate student ’ s shoulder. Organism may only “ eat ” another organism when that organism has eaten twice, i.e. both hands of the student must be touching a different shoulder. Eat twice - don ’ t let go of your food. 2.Answer questions posed by the teacher written on the board, e.g. Who had the most difficult/longest time finding food? Why was that? What is the difference between this (food web) and a food chain? Record answers. 3.Work in a small group to brainstorm what might happen if we wiped out all the grasshoppers? Research to check what has happened to a variety of organisms What are the instructional activities planned for all students? How can the student actively participate in the instructional activities? What supports (already identified or additional. ? 1.Participate in whole class activity 2.Follow directions for the food web activity 3.Read the index cards 4.Work with others on building the food web 1.Participate in whole class activity 2.Follow directions 3.Read the questions 4.Write down the answers 1.Participate in small group 2.Follow directions for research 3.Work with others 4.Brainstorm what might happen if one organism was destroyed 5.Conduct research on food webs Consistency in Instructional Activity 12

14. 1.Food Web Activity. Each student will take an activity card and hang it round his/her neck. Read the card to identify their organism and follow directions. “ Eat ” by placing one hand on the appropriate student ’ s shoulder. Organism may only “ eat ” another organism when that organism has eaten twice, i.e. both hands of the student must be touching a different shoulder. Eat twice and don ’ t let go of your food. 2.Answer questions written on the board, e.g. Who had the most difficult/longest time finding food? Why was that? What is the difference between this (food web) and a food chain? Record answers. 3.Work in a small group to brainstorm what might happen if we wiped out all the grasshoppers? Research to check what has happened to a variety of organisms. · What are the instructional activities planned for all students? How can the student actively participate in the instructional activities? What supports (already identified or additional) would help the student access the instruction ? 1.Participate in whole class activity 2.Follow directions for the activity 3.Read the index cards 4.Work with others on building the food web 1.Participate in whole class activity 2.Follow directions 3.Read the questions 4.Record information write down answers 1.Participate in Work with others small group 2.Follow directions for research 3.Brainstorm what might happen to the organisms if one was destroyed Contribute/Share ideas 4.Conduct research on food webs Find information, Read, Record information 13

15. Menu of Functional Skills Read – Accessing information Receptive Communication Vocabulary/Concept development Comprehension Find information – Read: Receptive communication – Asking questions/asking for help Expressive communication Record information – Writing Expressive communication Follow directions – Listening Receptive Communication Comprehension Contribute/Share ideas – Turn taking – Expressive communication Work with others – Social interactions 14 that can be practiced within a variety of academic activities

16. Menu of Supports ListenHow do we know the student is listening? The student can be given a selection of objects or graphics representing key points in the lecture and can select each object or graphic at the correct point in the lecture. Lecture could be provided digitally. Take NotesHow can the student participate in note-taking? graphics or objects to collect notes, picture symbols, notes pre-printed and the student could “mark” as they follow, preprogrammed communication devices, adapted keyboards, digital text and a text reader or take photos Respond and Participate How will the student respond to questions? using graphics to select the correct answer, pre-programmed communication device could be used, such as Classroom Suite, with menu interfaces for each content area Co-operate and work in groups How will the student work in a group? Student could work with a peer to fulfill a group role. 15

17. RESOURCES FOR GROUP ACTIVITY 16

18. Differentiating Communication Levels Symbolic The student uses verbal or written words, signs, Braille, or language-based augmentative systems to request, initiate, and respond to questions, describe things or events, and express refusal. Emerging Symbolic The student uses intentional communication, but not at a symbolic language level: Student uses understandable communication through such modes as gestures, pictures, objects/textures, points, etc., to clearly express a variety of intentions. 17

19. Differentiating Communication Levels Pre-symbolic The student communicates primarily through cries, facial expressions, change in muscle tone but no clear use of objects/textures, regularized gestures, pictures, signs, etc., to communicate; OR The student alerts to sensory input from another person (auditory, visual, touch, movement) BUT requires actual physical assistance to follow simple directions; OR The student’s response to sensory stimuli (e.g., sound/voice; sight/gesture; touch; movement; smell) is unclear. 18

20. Learner Characteristics Inventory Learner Characteristics Inventory (LCI) (Kearns, Kleinert, Kleinert & Towles-Reeves, 2006, NAAC) Expressive Communication Receptive Communication Hearing Vision Motor Engagement Attendance Reading Skills Mathematics Skills 19

21. Universal Design for Learning (UDL) http://bookbuilder.cast.org/ 20 Provide multiple means of representation Provide multiple means of expression Provide multiple means of engagement Can the student access instruction? Is targeted information provided in student’s mode of communication? Can the student interact with instruction and materials? Does the student have the means to demonstrate knowledge, skills, and concepts acquired? What will engage the student in the activity? How will the student remain motivated long enough to learn? 20

22. 21 Principles of Universal Design for Learning Multiple means of representation, to give learners various ways of acquiring information and knowledge Static electricity Phases of the moon

23. 22 Multiple Means of Representation Provide Options for Comprehension: options that provide or activate prior knowledge … Make a connection to the student’s life that can be related to the new targeted knowledge. Google Earth 22 “ Place the following organisms in their appropriate categories.” Categories  Producer, Herbivore, Carnivore, Omnivore, Decomposer Organisms  snake, fungi, grass, mouse, bacteria, frog, grasshopper, hawk, chicken

24. 23 Multiple Means of Representation Provide Options for Comprehension: options in highlighting critical features… The student can experience the grass growing which is really highlighting a specific point about producers. 23 “ Place the following organisms in their appropriate categories.” Categories  Producer, Herbivore, Carnivore, Omnivore, Decomposer Organisms  snake, fungi, grass, mouse, bacteria, frog, grasshopper, hawk, chicken

25. 24 Jonas is a boy. Jonas is sensitive. AbleNet, Inc Story Bag containing objects representing critical elements of character Voice output Jonas is a boy Jonas is sensitive 24 Multiple Means of Representation Provide Options for Comprehension: highlight critical features…

26. 56 Principles of Universal Design for Learning Multiple means of expression, to provide learners alternatives for demonstrating what they know Identifying shapes

27. Boardmaker, Mayer Johnson Drawing A plant hasleaves ● Sentence strips TechTalk Tango! Blink Twice Graphic Organizer Writing with Symbols 2000, Widgit 26 Multiple Means of Expression Provide Options for Expressive Skills and Fluency: options in the media of communication …. 26

28. Use a personal area of interest to recruit attention. A clickable puzzle created using Classroom Suite (IntelliTools), maintains student interest through physical movement with auditory feedback, contrasting color, music, and animation at completion. 27 Multiple Means of Expression: Provide Options for 1) recruiting interest, 2) sustaining effort, 3) self regulation …. 27

29. 28 Principles of Universal Design for Learning Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation Working with a friend Maintaining focus

30. GROUP ACTIVITY 29

31. Group Activity 30 Process: 1.Describe student’s communication mode 2.Review instructional lesson and describe student participation/expectations Identify the standard Review outcomes. Identify Instructional Activities Develop Menu of Functional skills Complete Menu of Supports 3.Describe how student will participate in the activity and demonstrate knowledge.

32. The student uses verbal or written words, signs, Braille, or language-based augmentative systems to request, initiate, and respond to questions, describe things or events, and express refusal. The student uses intentional communication, but not at a symbolic language level: Student uses understandable communication through such modes as gestures, pictures, objects/textures, points, etc., to clearly express a variety of intentions The student communicates primarily through cries, facial expressions, change in muscle tone but no clear use of objects/textures, regularized gestures, pictures, signs, etc., to communicate. OR The student alerts to sensory input from another person (auditory, visual, touch, movement) BUT requires actual physical assistance to follow simple directions. OR The student’s response to sensory stimuli (e.g., sound/voice; sight/gesture; touch; movement; smell) is unclear. SymbolicEmerging SymbolicPre-symbolic 31

33. What are the instructional activities planned for all students? How can the student actively participate in the instructional activities? What supports (already identified or additional. ? Instructional Activity 32

34. Read Accessing information Receptive Communication Vocabulary/Concept development Comprehension 33 Menu of Functional Skills

35. Menu of Supports ReadHow will the student read? What is required for the student to read? 34

36. GROUP ACTIVITY REPORT OUT 35

37. Resources Ablenet. http://www.ablenetinc.com Don Johnston, Inc (2007). Start to Finish Books, Co-writer © 1994- 1995. Volo IL: Don Johnston, Inc. IntelliTools, Inc. (2003). Classroom Suite. [Computer software]. Petaluma, CA: IntelliTools, Inc. Meyer-Johnson, Inc. "The Picture Communication Symbols™ ©1981– 2004 by Meyer-Johnson, Inc. All Rights Reserved Worldwide. Used with permission." Solana Beach, CA 92075 Widgit Software Ltd. (2003). Writing with Symbols 2000. [Computer software]. 36

38. References Denham, A. & Lewis, P. (2006). The Application of Universal Design for Learning in the Classroom for students with the most significant disabilities. SPLASH Training. Human Development Institute, University of Kentucky. Lexington, KY. Denham, A. (2004). Pathways to Learning for Students with Cognitive Challenges: Reading, Writing and Presenting. Interdisciplinary Human Development Institute, University of Kentucky. [Online] Available: http://www.ihdi.uky.edu/IEI/ Clayton, J, Michael Burdge, Anne Denham, Harold L. Kleinert, Jacqui Kearns “A Four Step Process for Accessing the General Curriculum for Students With Significant Cognitive Disabilities” Teaching Exceptional Children v. 38, n. 5, pp. 20-27. Jorgenson, C (2005). “The Least Dangerous Assumption: A Challenge to Create a New Paradigm” A Resource for Families & Others Interested in Down Syndrome & Developmental Disabilities v.6, n.3. Taub, D., Land, L. (2008, December). Curriculum as Social Justice. Presentation at the annual meeting of TASH. Nashville, TN. Wickham, D. and Lederer, L. (2007, December). Functional Curriculum and Academic Standards- based Curriculum: Competing for your Child’s Time? Presentation at the annual meeting of TASH. Seattle, WA. Wiggins, G. and McTighe, J. (2005). “Understanding by Design”. Alexandria, VA.: Association for Supervision and Curriculum Development 37

39. Connections to the IEP Present Levels of Academic Achievement Measurable Annual Goals Specially Designed Instruction Consideration of Supplementary Aids and Services 38

40. Measurable Annual Goals at a Glance Condition Name Clearly Defined Behavior Performance Criteria Describe the situation in which the student will perform the behavior. Materials, settings, accommodations? Given visual cues… During lectures in math… Given active response checks… Describe behavior in measurable, observable terms. Use action verbs. What will s/he actually DO? Locate Name Point Separate Rank Choose The level the student must demonstrate for mastery: How well? % of the time #times/# times With the # or % accuracy “X” or better on a rubric or checklist. Number of times needed to demonstrate mastery: How consistently? How consistently will the student need to perform the skill(s) before considered “mastered?” Evaluation Schedule: How often? How often will the student be assessed? What will be the method of evaluation? Use the Student’s Name 39

41. Standards Aligned IEPs provide more time to focus on specially designed instruction - the reason for special education. Standards / Anchors = The WHAT of all education SDI = The HOW of special education 40 Program Modifications and Specially Designed Instruction

42. IEP Implications Activity Present levels – What information would you need and how would you get it? Goals/objectives – what kinds of skills should be targetted? SDI and SaS – examples of needed supports 41

43. 42 Supplementary Aids and Services Toolkit Analyze from the perspective of an individual student Analyze task demands of general education classroom Enhance participation and learning in the general education classroom Team process 42

44. SaS Consideration Toolkit Step 1: Develop profile of general education classroom Step 2: Identify potential barriers to curricular access/instruction Step 3: Identify strategies/services to eliminate barriers Step 4: Discuss appropriate SaS options and identify viable alternatives for implementation 43

45. Outcomes Identify areas of the curriculum framework and Define instruction for SWSD Identify access resources to support instruction and assessment of SWSD Demonstrate how to align functional goals in instructional units aligned to the standards-based general education curriculum Define potential connections between the IEP and the grade level general education curriculum 44