1. How Do Meaningful Instruction and Academic Rigor Merge for Children Who Are Multiply Impaired? And by the way, are we doing this right? Cindy White-Botello and Jenny Springer

2. *Tell us a little bit about you… -Where/what you teach? -Student population -Experience with Four Blocks, Essential Elements, and Alternate Assessment Introductions

3. ∗ 2006-2007 School Year: Jenny began teaching ∗ No specific standards for students. Just “do the best you can” ∗ 2008: Iowa adopted Common Core Standards ∗ Ok, but what does this mean for our students with significant disabilities??? ∗ 2013: Iowa Core Essential Elements for students with significant disabilities released ∗ Great, but how do we help our students achieve these rigorous standards? The Evolution of Special Education For Students with Significant Disabilities the past 10 years

4. The Four Blocks Model of Instruction David Koppenhaver and Karen Erickson

5. Shared Reading Writing Working with Words Self-Selected Reading The Four Blocks

6. ∗ Benefits: Helps students build vocabulary, knowledge of print/braille, text comprehension, and ability to communicate ∗ Teachers read with students, not just to students. The goal is for the student to ultimately direct interactions by labeling pictures, making comments, asking questions, and directing the way the adult navigates the book ∗ Opportunities for naturally modeling concepts of print ∗ The ultimate goal is to encourage communication and foster an enjoyment of books. ∗ www.dynamiclearningmaps.org Shared Reading Module www.dynamiclearningmaps.org Shared Reading Block

7. ∗ Focuses on using writing to communicate in meaningful ways ∗ ALL students must have access to all 26 letters of the alphabet during each writing interaction ∗ Alternate pencils may be used for students who cannot use traditional writing tools (ex. Computer, iPad, stamps, flip chart) ∗ Allow students to follow the natural stages of early writing ∗ Acknowledge and respond to what students have done first, then model using their writing system ∗ www.dynamiclearningmaps.org Emergent Writing Module, Writing with Alternate Pencils Module www.dynamiclearningmaps.org Writing Block

8. ∗ Uses a word wall to teach reading and writing of high frequency words (Can use DLM Core Vocabulary) ∗ AAC Planning Tool-SLP help with targeted language ∗ Students learn to spell words using traditional letter by letter spelling ∗ Students learn patterns necessary for decoding and spelling ∗ Activities can include making words, sorting words, rhyming, guess the covered word Working with Words Block

9. ∗ Students are encouraged to enjoy books as independently as possible ∗ A variety of technology may be used to facilitate independent reading for students who cannot yet read independently (ex. Stories on the computer, books on CD, books recorded on a voice output switch) ∗ Teacher models selecting various types of books using a variety of technologies ∗ Teacher circulates and confers with students on their reading choices Self-Selected Reading Block

10. ∗ www.tarheelreader.org www.tarheelreader.org ∗ www.starfall.com www.starfall.com ∗ Bookflix ∗ YouTube (you can find read-alouds for almost any book) ∗ http://uniteforliteracy.com/ http://uniteforliteracy.com/ ∗ http://www.magickeys.com/books/ http://www.magickeys.com/books/ ∗ https://sites.prairiesouth.ca/legacy/cassidy.kathy//browserboo ks/level1.htm https://sites.prairiesouth.ca/legacy/cassidy.kathy//browserboo ks/level1.htm ∗ http://www.wegivebooks.org/books/search?[search][meta_sort ]=title.asc http://www.wegivebooks.org/books/search?[search][meta_sort ]=title.asc ∗ http://www.storylineonline.net/ http://www.storylineonline.net/ ∗ Apps: Farfaria, EPIC!, Storychimes Self-Selected Reading Menu

11. ∗ Work within the student’s zone of proximal development ∗ Understand the students’ receptive and expressive communication skills (AAC Planning Tool) ∗ Students need access: not just visual, but cognitive ∗ Activity-based instruction that is meaningful to them and their experiences ∗ Balance between targeted instruction and exposure to higher level content Meaningful Literacy Experiences for Children with Multiple Disabilities

12. ∗ Based on the learner’s experiences ∗ Include a strong emphasis on communication and socialization Resource: Paths to Literacy ∗ http://www.pathstoliteracy.org/tactile-experience-books http://www.pathstoliteracy.org/tactile-experience-books ∗ http://www.pathstoliteracy.org/blog/top-10-tips-working- students-who-have-multiple-disabilities-and-visual-impairments (bloggers) http://www.pathstoliteracy.org/blog/top-10-tips-working- students-who-have-multiple-disabilities-and-visual-impairments Experience Books & Boxes

13. ∗ Social Stories to support relationships & behavior ∗ Concept Books to support classification and categorization ∗ For example letters, numbers, words, shapes, size, position, colors, classification/categories. ∗ Story Books adapted to meet child’s individual learning needs. Simple, easy-to-read, large type, clear pictures. Other Types of Books to Consider

14. Sometimes it can feel like Tug of War! But does it have to?

15. Meet Ameli

16. ∗ Shared reading consisted of mostly passive listening using a stories from a specific curriculum (many stories in which she has no direct experience or reference to) ∗ Incorporating objects and songs for engagement ∗ Choosing between pictures to create writing projects (many pictures to fill in the blanks) ∗ No exposure to letters during writing activities ∗ No opportunities for self-selected reading ∗ Hoping that exposure (without active participation) was enough, and that it would “sink in” What we were doing before…

17. Shared Reading: ∗ Her IEP goal is now centered around a specific set of skills using experience books ∗ The experience books focus on topics she can directly relate to and are of high interest ∗ The shared reading experience follows a predictable routine or sequence of activities that she can anticipate and actively participate in ∗ The goal is written so that once she has mastered one experience book she will move onto generalizing the skills learned to a new book ∗ I still incorporate traditional children’s books into her shared reading, but in different ways and with different goals in mind ∗ https://docs.google.com/document/d/1kiYEh-Z- 2B5C0d9wrStmx2F7kMb827lkj8vYiMc_6nU/edit https://docs.google.com/document/d/1kiYEh-Z- 2B5C0d9wrStmx2F7kMb827lkj8vYiMc_6nU/edit Our Evolving Process Now…

18. ∗ https://www.dropbox.com/home/Ameli%20videos?previe w=Experiencebook.mov https://www.dropbox.com/home/Ameli%20videos?previe w=Experiencebook.mov Shared Reading using an Experience Book

19. ∗ https://www.dropbox.com/home/Ameli%20videos?previe w=Writing.mov https://www.dropbox.com/home/Ameli%20videos?previe w=Writing.mov Writing

20. ∗ https://www.dropbox.com/home/Ameli%20videos?previe w=Workingwithwords.mov https://www.dropbox.com/home/Ameli%20videos?previe w=Workingwithwords.mov Working With Words

21. ∗ https://www.dropbox.com/home/Ameli%20videos?previe w=Selfselected+Reading.mov https://www.dropbox.com/home/Ameli%20videos?previe w=Selfselected+Reading.mov Self-Selected Reading

22. ∗ How can I make my instruction worth it for her? ∗ Competing factors: self-injurious behavior, self- stimulation, continuous requests to play ∗ My instruction needs to be engaging and motivating enough to reduce these competing factors and to show her there is so much more about the world around her. She also needs to trust that I can lead her to these new, fun experiences. The Biggest Challenge

23. -Communication for basic needs has to start right away! (AAC planning tool) -Understanding etiology is the first priority -Relationships are crucial -Quality of instruction is more important than quantity -Our students need to be active participants in their own day (do with, not for) -Be proactive, not reactive What I’ve Learned...

24. ∗ Select a children’s book and complete the Shared Reading Story Planning form with a specific student in mind. ∗ https://docs.google.com/document/d/1wes03r1QcH2l0_t cnAGM8DBruRB0_vsdKAIPL4nm5Ak/edit https://docs.google.com/document/d/1wes03r1QcH2l0_t cnAGM8DBruRB0_vsdKAIPL4nm5Ak/edit ∗ https://docs.google.com/document/d/1ZL9F5hbuYB1r7n N9aEkmSs0bfIJlga90wSSy-TT1SNk/edit https://docs.google.com/document/d/1ZL9F5hbuYB1r7n N9aEkmSs0bfIJlga90wSSy-TT1SNk/edit Brainstorming Activity

25. ∗ Sensory Learning Kit Guidebook & Assessments http://www.aph.org/manuals/#alpha-s http://www.aph.org/manuals/#alpha-s ∗ Paths to Literacy http://www.pathstoliteracy.org/http://www.pathstoliteracy.org/ ∗ NCDB resources http://literacy.nationaldb.org/http://literacy.nationaldb.org/ ∗ Perkins webcasts http://www.perkinselearning.org/videos/webcast http://www.perkinselearning.org/videos/webcast Resources

26. Three levels of communicators: ∗ Emergent ∗ Context Dependent ∗ Independent Resources for Communication: AAC Planning Tool