1. Fall 2014 SDEP Session #7

2. Agenda Discussion Activities on: Goals and Objectives Activity
Antecedent Strategies
Consequence Strategies
Evidence-based strategies
Goals and Objectives Activity

3. Discussion

4. ASK: What am I requiring students to do?
Bryant, D.P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston: Allyn & Bacon. A
ASK: What am I requiring students to do? D
DETERMINE the prerequisite skills of the task.
ANALYZE the student’s strengths and needs. P
PROPOSE and implement adaptations T
TEST to determine if adaptations helped the student
Standards/ Lesson Plan
Observe steps ALL students are doing to achieve the standard
Observe what TARGET student is doing—what steps can do.
Identify TARGET STUDENT outcomes and adaptations needed based on observation
Create a DATA collection plan.
Bryant, D.P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston: Allyn & Bacon.

5. Participation Plan Time Activity
(What General Education Students are Doing in the Class)
How to Support
How Student Participates
8:30-9:00
(Social Studies)
Listening to Lecture on Social Studies Topic
Provide Guided Notes that include pictures with text of big ideas
Follows along and answers questions by pointing to his guided notes about main points when teacher calls on him
9:00-9:20
Class reads textbook silently or within small groups
Provide him with adapted reading with main points
Answers “Wh” questions within small group
9:35-10:20
(Math)
Class learns new math concept and practices computation using this concept
Provide manipulatives and/or assistive technology
Answer modified questions focused on identifying double-digit numbers & using a calculator

6. General Case Design— Why
General Case Design— Why? Determine what to teach and features need to vary to increase generalization.
1. Define the Instructional Universe 2. Define the Range of Relevant Stimulus and Response Variation 3. Select Examples for Teaching & Testing 4. Sequencing Teaching Examples 5. Teaching the Examples 6. Testing with Non-trained Probe Examples

7. General Case Programming
1. Define the instructional universe (IU).---How?
-Person-Centered Planning/ File Review/ IEP
2. Define the range of relevant stimulus & response variation within that IU.—
-How?
-Task Analysis
3. Select examples for the IU for use in teaching and probe testing.—How?
Positive & Negative Examples
4. Sequence teaching examples.---How?
Juxtapose maximally different, then minimally different examples.
5. Teach the examples.---How?
Using Antecedent & Consequence Strategies
6. Test with non-trained probe examples— How?

8. Evidenced-based Practices

9. Antecedent: Behavior you want to Consequence: Natural Cue
that triggers
[or should
trigger]….
Behavior you want to
Increase or Decrease
Consequence:
Natural
outcome that
consistently
occurs after
behavior
Antecedent Strategies
-Time Delay
-Prompting
-Pre-correction
-Modeling
-Chaining
Consequence Strategies
-Differential
Reinforcement
-Shaping
-Error Correction
Instructional Design
-Range of Responses
-Range of Examples
-Positive Examples
-Negative Examples
-Minimally Different
-Maximally Different

10. Antecedent Strategies to Establish Stimulus Control
Antecedent Strategies to Establish Stimulus Control?? Prompting & Time Delay
Want to pair with the naturally occurring antecedent that should trigger the behavior.
Prompting
Most-to-Least Intrusive (e.g., starting with Physical prompt then fading to a verbal prompt)
Most-to-Least Examples:
Practice with a partner to teach the skill of: “waving and saying Hi”
Least-to-Most Intrusive (e.g., starting with a Gestural/Pointing prompt then more intense to verbal, then physical if student is still not giving the correct response)
Least-to-Most Examples:
Practice with a partner to teach the same skill of “waving and saying Hi”

11. What makes a good prompt?
Increases likelihood of correct responding
Focuses attention on relevant features of task (Sd)
Ease of delivery
Ease of removal across trials
Good prompts are determined by the demands of the task AND the presenting skills of the learner.
As weak as possible (least intrusive)
Should be faded as rapidly as possible

12. Establishing Stimulus Control using…
Time delay:
begin with a prompt that works and then increase the DELAY between presentation of the target stimulus and the added prompt
fixed
Progressive
Sd +Prompt  response
Sd ….Prompt  response
Sd ….response
Examples:
Practice using time delay to teach the routine of your task analysis to a partner.

13. Fading Defined: Stimulus Fading Examples:
The gradual reduction or removal of a prompt.
Fading is a process for transferring stimulus control.
Examples:
Change in physical features (dashed lines)
Change in specificity of verbal prompts (“pick up the screwdriver”…to… “what’s next”)
Time delay (“Prompt+Sd”….to… “Prompt….Sd”)

14. Fading Prompts
Increasing Assistance (Least-to-Most Prompts)—start with least intrusive and add more intrusive if necessary.
Graduated Guidance (Hand-over-hand, physical guidance)—reducing full guidance to “shadowing”.
Time Delay—wait several seconds before prompting to allow student to respond.
Decreasing Assistance (Most-to-Least Prompts)—move to less intrusive prompt when behavior occurs reliably

15. How would you fade these prompts?
Verbal prompt “move it to the tens” during two digit addition to prompt carrying.
Verbal prompt “ask nicely” when prompting Elsie to ask for toys/food, etc.
Physical prompt “touch on arm” as student points to communication board.
Gesture prompt, pointing to the correct color when asked to touch “yellow, etc”
Embedded prompt, dashed lines for writing

16. Teaching Applications: Shaping
Defined
Teaching new behaviors through differential reinforcement of successive approximations of correct responding.
Differential reinforcement for shaping means that responses that meet a certain criterion are reinforced, while those that do not meet the criterion are not.
The Antecedent and reward are constant. What changes is the rule for delivering the reward. The goal is to improve the precision of the new skill.

17. Response Shaping
1. Behavior is present, but not fluent in the presence of the “signal”
2. Focus on CONSEQUENCES -requires powerful reinforcers -use differential reinforcement
3. Systematic reinforcement of successive approximations toward the target
behavior -specify dimensions of the target/goal behavior -reinforce slight improvements/changes -takes time -avoid practicing errors

18. Shaping Example
Problem behavior: Students are off-task about 80% of the time when working with a partner. Off-topic conversation occurs and work is not completed.
Define the terminal behavior.
Define the initial behavior.
What will our “successive approximations” be?

19. Shaping: How would you use shaping to..
Develop skill of saying “thank you” (in different ways) to peers.
Develop skill of reading third grade material at 150 words correct per minute.
Develop ability of a pre-schooler to stay in morning circle for 10 min without screaming

20. Antecedent: Behavior you want to Consequence: Natural Cue
that triggers
[or should
trigger]….
Behavior you want to
Increase or Decrease
Consequence:
Natural
outcome that
consistently
occurs after
behavior
Antecedent Strategies
-Time Delay
-Prompting
-Pre-correction
-Modeling
Consequence Strategies
-Differential
Reinforcement
-Shaping
-Error Correction
Instructional Design
-Range of Responses
-Range of Examples
-Positive Examples
-Negative Examples
-Minimally Different
-Maximally Different

21. Effective Instruction of New Behaviors
Teaching New Behaviors can be Thought of as
Developing Stimulus Control
Errorless Learning
Prompts and Cues
Response Shaping
Chaining

22. Discrimination Learning
Discrimination based on relatively informal or imprecise patterns of reinforcement usually develops slowly and is often imperfect.
Ex. Babies calling all men with beard “daddy”
Student says went when sees “w-a-n-t” or “w-e-t”
Stipulation
Importance of teaching range of positive and negative examples.
Salient features of stimulus should be emphasized
Often times students learn based on some other feature than what wanting them to focus on
Ex. Student says the word “went” because that flashcard has a smudge on it, or the word “came” because it starts with a C.

23. Errorless learning
Train discrimination without errors (shaping stimulus control)
Refined form of decreasing prompts
Alterations of features of the stimulus (Sd) OR Stimulus property
Student’s name on white card other student’s name on black card.
Card gradually darkened.
No incorrect choices and discriminated on relevant stimulus properties.

24. Errorless learning Definition Use Rationale
Using prompts to preclude a student from making an incorrect response
when students are not learning effectively and efficiently with other procedures
1 effective positive teacher/student interaction 3 fewer inappropriate social behaviors 4 students learn little from repeated errors
SUCCESS BEGETS SUCCESS AND FAILURE BEGETS FAILURE
Use
Rationale

25. Error Correction
When errors occur, correct immediately with minimal feedback
Provide a second opportunity to respond correctly
Reinforce (reward) immediately!
Must be explicit / specific.

26. Understanding the Stages of Learning
Acquisition
(build initial stimulus control)
Fluency
(develop speed, accuracy)
Maintenance
(durability of skill across time)
Generalization
(performance of behavior under appropriate, non-trained conditions)

27. Stages of Learning
Acquisition: new at task, instruction crucial, student not accurate
Fluency: accurate and increase in speed
Maintenance: skills retained over time
Generalization: skill in new contexts (discriminate)
Adaptation: modify skill for new situation

28. Instructional Activities (acquisition)
Direct instruction
Systematic teaching of target skills: reading, math, social-behavioral skills
MODEL  LEAD TEST

29. Teaching and Stimulus Control
Define the naturally occurring pattern
Setting Event -> Stimulus -> Response -> Consequence
Define what you will “add” to assist learning.
Prompt Extra Reward
or Correction

30. Teaching Applications: Prompts
Defined:
Any antecedent stimulus ADDED to the presentation that increases the likelihood of correct responding.
Examples:
Verbal, gesture, physical, embedded (visual, auditory)
Modeling
Precorrection

31. What makes a good prompt?
Increases likelihood of correct responding
Focuses attention on relevant features of task (Sd)
Ease of delivery
Ease of removal across trials
Good prompts are determined by the demands of the task AND the presenting skills of the learner.
As weak as possible (least intrusive)
Should be faded as rapidly as possible

32. Antecedent Strategies
Time Delay
Constant (CTD; Miracle et al., 2001)
Progressive (Wolery et al., 1992)
Prompting Systems
Gestural, verbal, pre-recorded auditory prompts, pictorial prompts, model prompts, physical prompts, mixed prompts
System of Least Prompts (or least-to-most prompting
Most-to-Least Prompts

33. Establishing Stimulus Control using…
Time delay:
begin with a prompt that works and then increase the DELAY between presentation of the target stimulus and the added prompt
fixed
Progressive
Sd +Prompt  response
Sd ….Prompt  response
Sd ….response

34. Constant Time Delay (CTD)
Commonly used to teach single, discrete behaviors such as sight words and naming objects :
Attention Cue: “Get Ready”
Task Direction: target stimulus + “read this”
Delay period: Pause 4 to 5 seconds
Effective Prompt: verbal, gestural, etc.
Prompt must have worked in the past/ know that prompt works
Ex: Teacher reading the sign followed by student imitating teacher’s words
First several trials use zero-second delay period to provide initial instruction
Ex: “Read the sign” & immediately say “walk”
After initial trials, insert delay period

35. Prompt Examples: What prompts might be useful?
Natural Sd  Target Behavior  Consequence
(Prompt)
Teaching cursive writing
Teaching swallowing
Teaching Carl how to ask to enter a wall ball game.
Teaching Emily to move from one task to another without help.
Teaching Phil to wait at snack without grabbing food.

36. Fading Defined: Stimulus Fading Examples:
The gradual reduction or removal of a prompt.
Fading is a process for transferring stimulus control.
Examples:
Change in physical features (dashed lines)
Change in specificity of verbal prompts (“pick up the screwdriver”…to… “what’s next”)
Time delay (“Prompt+Sd”….to… “Prompt….Sd”)

37. Fading Prompts
Increasing Assistance (Least-to-Most Prompts)—start with least intrusive and add more intrusive if necessary.
Graduated Guidance (Hand-over-hand, physical guidance)—reducing full guidance to “shadowing”.
Time Delay—wait several seconds before prompting to allow student to respond.
Decreasing Assistance (Most-to-Least Prompts)—move to less intrusive prompt when behavior occurs reliably

38. System of Least Prompts
AKA: least-to-most prompting OR least intrusive prompting OR increasing assistance
Uses a brief waiting period
Then, present hierarchy of increasingly intrusive prompts (minimal prompt to maximum prompt)
e.g., gestural, verbal, partial physical, full physical
Provide a prompt on each trial with only the minimum intensity necessary to get the behavior to occur
Most commonly used for teaching chained tasks (Doyle et al., 1988)

39. Example: Teaching how to make coffee
Work with a partner and do the following:
1. Task analysis of steps to complete
2. Determine a least-to-most hierarchy of prompts
Example:
No prompt (time delay for 5 seconds)
Indirect verbal prompt (“what’s next?”)
Direct verbal prompt (“Do ____”)
Partial physical prompt (nudge hand)
Fully physical assistance (fully guide hand)

40. Most-to-Least Prompts
Opposite of the system of least prompts
AKA: Decreasing assistance procedure
Simultaneously providing target stimulus AND most intrusive prompt on the first set of trials
Eliminates most errors that tend to occur in early learning trials.
Commonly used with individuals with very severe/profound disabilities—start with full physical with verbal direction

41. How would you fade these prompts?
Verbal prompt “move it to the tens” during two digit addition to prompt carrying.
Verbal prompt “ask nicely” when prompting Elsie to ask for toys/food, etc.
Physical prompt “touch on arm” as student points to communication board.
Gesture prompt, pointing to the correct color when asked to touch “yellow, etc”
Embedded prompt, dashed lines for writing

42. Teaching Applications: Shaping
Defined
Teaching new behaviors through differential reinforcement of successive approximations of correct responding.
Differential reinforcement for shaping means that responses that meet a certain criterion are reinforced, while those that do not meet the criterion are not.
The Sd and reward are constant. What changes is the rule for delivering the reward. The goal is to improve the precision of the new skill.

43. Response Shaping
1. Behavior is present, but not fluent in the presence of the “signal”
2. Focus on CONSEQUENCES -requires powerful reinforcers -use differential reinforcement
3. Systematic reinforcement of successive approximations toward the target
behavior -specify dimensions of the target/goal behavior -reinforce slight improvements/changes -takes time -avoid practicing errors

44. Establishing Stimulus Control: Teaching New Behaviors
Shaping:
Students learn new things when a teacher “shapes” an existing response into the desired behavior.
Advantages of shaping:
faster than waiting for a correct response
learner succeeds at a high rate
still kind of slow because you are waiting for the learner

45. Designing Successful Shaping Programs
Identify the terminal behavior (end result)
Identify the initial behavior
Identify intermediate behaviors
Determine the size of steps toward the goal
Reinforce successive approximations of the behavior
Monitor progress
Example student accessing a switch

46. Shaping Example
Problem behavior: Students are off-task about 80% of the time when working with a partner. Off-topic conversation occurs and work is not completed.
Define the terminal behavior.
Define the initial behavior.
What will our “successive approximations” be?

47. Shaping: How would you use shaping to..
Develop skill of saying “thank you” (in different ways) to peers.
Develop skill of reading third grade material at 150 words correct per minute.
Develop ability of a pre-schooler to stay in morning circle for 10 min without screaming

48. Chaining A procedure to teach complex skills. Main idea
Reinforce combinations of simple behaviors so they become an integrated, whole.
Based on “task analysis” logic
Requires a “task” that is organized into a sequence of “responses.” Each of the responses serves as a “link” in “chain of behavior”
Main idea
The reward at the end of a chain will maintain all the other responses in the chain. The goal is to teach that each step has an Sd-> R. Each R generates a new Sd until the final step which ends with a Sr+ (reward).
Three basic approaches
Total Task Chaining
Forward chaining
Backward chaining

49. Chaining for multiple-step behaviors, Total Task
Total Task Training:
Instruction begins by starting with the first step in the chain and teaching each successive step in order until the chain of responses is completed.
Successful with all sorts of chained tasks
Works best if the chain is not too long (chained tasks can be subdivided or a single training trial can be too lengthy).
Main advantage: all teaching opportunities are used (each step is taught each time) and the task is completed.
May produce faster learning than other chaining methods.
More natural approach than the other options

50. Forward Chaining
Begin instruction by starting with the student performing any learned steps in order up to the first unmastered response, at which point instruction occurs.
Remainder of chain completed by teacher or by student with assistance
Useful with many self-care routines and chained academic tasks (e.g., use of number line, telephone dialing, calculator use, etc.)
May be stigmatizing when assistance with unlearned part of the task is obvious…so think of how to do this and respect student’s dignity

51. Forward Chaining
Student does FIRST STEP, teacher does the rest of chain.
Keep adding steps until student completes entire chain.
Reinforce student for completing the desired number of steps requested by the teacher.
Useful when prompting is difficult.

52. Backward Chaining Backward
Instruction begins by helping the student perform the entire chain up until the last step of the chain, at which point instruction occurs.
Useful with many self-care routines
Advantage over forward chaining: student is being assisted through the task, completes the task quickly, and gets reinforcement early in learning.
May also be stigmatizing, respect student’s dignity
With all of these chaining strategies reinforcement is given quickly (e.g., praise) after each response and again at the end of the chain (e.g., a short break)

53. Backward Chaining
Teacher does all but last step, student completes LAST STEP.
Keep adding steps until student completes entire chain
Reinforce student for completing the desired number steps requested bythe teacher.
Often used with functional skills
Student can perform steps with prompts.
Video:

54. Consequence Strategies
Differential reinforcement
Reinforcing correct (desired) responses, while withholding reinforcement for incorrect (non-desired) responses.
Determine reinforcers through preference assessments to ensure effectiveness
Always pair with natural consequence (e.g., if completion of task results in praise, pair external reinforcer with verbal praise)
Schedules of reinforcement
Frequency and pattern behaviors are reinforced
Ratio (according to # of responses) or interval (passage of time in relation to performance) schedules

55. Fixed vs Variable Schedules
Fixed: absolute predetermined number
Ratio (Fixed ratio; every 10 correct responses)
Intervals (Fixed intervals; every 10 seconds)
Variable: changing, non-fixed number of reinforcements, but offer reinforcement on a schedule that is an average of the reinforcement pattern selected.
Variable ratio: (VR:5=average of every fifth response; e.g., after 3, 7, 2, 8 [total 20..avg 5]
Variable interval: (VI:5=average of every five minutes; same example above)

56. “Rules to scheduling reinforcement when planning instruction (from Snell & Brown, 2011”
1. During acquisition stage of learning more instances of behavior should be encouraged by the continuous provision of small amounts of contingent reiforcement (e.g., a smile and task-specific praise, fulfilling a request, “high five”, or “Yes!”) instead of large amounts of reinforcement given less often.

57. Rule #2
2. After a higher rate or more accurate behavior has been established, reinforcers should be faded slowly from a continuous to a fixed schedule, which requires more behavior for each reinforcement. This will strengthen the behavior as the student learns to tolerate periods of nonreinforcement instead of abruptly giving up & not responding when reinforcment is not forthcoming

58. Rule #3
Because students may learn to predict when reinforcement will occur, uneven patterns may result (e.g., rewarded for cleaning every Friday…won’t clean until Friday…vs random spot checks), so switch to a variable schedule
based on average of every fifth time, but may occur after 2nd behavior or 10th behavior…student doesn’t know so continues working hard!

59. Rule #4
Reinforcers must be assessed periodically so that they continue to be reinforcing to the student.
Wise to offer students the opportunity to choose their reinforcer from a group of preferred activities/items.

60. Rule #5
Reinforcers must be suited to student’s chronological age, the activity, and the learning situation.
Aim for replacing less appropriate reinforcers with ones that have more availability in the natural environments encountered by the student.

61. Rule #6
The more immediately a reinforcer is presented following the peformance of the behavior, the greater will be its effect.

62. Error Correction
Errors include: incorrect responses, problem behavior, and nonresponses
Missed steps in a chained response
Discrimination errors in a discrete behavior (e.g., signing “eat” instead of “help”)
Taking longer than the expected response latency
Want to determine if it is an error due to “can’t do or won’t do”
If can’t do…need to re-teach or use different prompting system (think antecedents).
If won’t do…need to look at motivation/function & reinforcement schedule

63. Strategies for handling incorrect responses
During acquisition:
Gently interrupt errors with a prompt
After an error provide feedback (pause, hold up index finger, say “not quite”) and give another immediate opportunity to perform while increasing the assistance (as in a system of least prompts).
Gently stop an error and see if a student will self-correct. Direct the student to the relevant task stimuli, add prompts as needed.
Reinforce any self-corrections

64. Correction strategies later in learning
Wait for student to self-correct
If this does not occur, give assistance to correct the error.
Simplify those responses that are frequently missed or performed incorrectly
Gently interrupt errors and provide several immediate opportunities to practice the missed response (or steps in chained task) that are frequently missed.

65. Teaching Skill Maintenance
Maintenance: skill continuing to occur for as long as it is needed without having to be taught again.
Common error in teaching is that the skill is learned and generalized, but not practiced sufficiently beyond initial learning
Maintenance strategies should be used in addition to generalization strategies

66. Maintenance Strategies
Overlearning
Continue practicing a skill well beyond initial mastery.
Leading to automaticity
Trying to build behavior into a “habit”
Overlearning opportunities should be at least 50% of the opportunities necessary for the student to initially learn the objective.

67. Intermittent Reinforcement- variable reinforcement schedule
Distributed Practice
Practice during distributed learning sessions
Practice is spread out across the day (vs massed practice)
Practice 1 wk, 2wks, 4 wks later to ensure retention of skills
Intermittent Reinforcement- variable reinforcement schedule
Using a maintenance schedule- build in practice for infrequently used skills

68. Teaching self-management & self-instructional skills
Start teaching students to manage their prompts and performance
Teach “self-talk” of what steps or what each cue should be “saying” to them, etc.

69. Antecedent: Behavior you want to Consequence:
Outline a plan for testing if student can generalize and maintain the skills.
Antecedent:
Natural Cue
that triggers
[or should
trigger]….
Behavior you want to
Increase or Decrease
Consequence:
Natural
outcome that
consistently
occurs after
behavior
Antecedent
Generalization
Strategies
-Consider features of
cue/trigger
-Vary those features
-Natural Setting
-Sufficient Exemplars
Consequence Generalization
Strategies
-Natural consequences
-Intermittent Schedule of
Reinforcement
-Differential reinforcement
in “generalization” condition
rather than original condition
General Case Design
-Consider range of
Behaviors/Responses
-Select Teaching
Examples
-Select Probing/
Generalization

70. Practice case(s)
Student has difficulty eating his lunch due to motor skills issues (student uses a motorized wheel chair and has a tray on his wheel chair where he puts his plate, utensils, etc.)
Team wants him to be able to:
Acquire his utensils (spork, other utensils??)
Acquire his lunch (including main dish, side, and drink)
Open his drink (open milk carton and/or use straw)
Use his fork to spear his food
Use napkin to clean his face
Throw away food and clean his tray

71. Grade Level Content Standards
Self-determination
Independence, Interdependence, Opportunities to Act
-e.g., Goal setting, choice-making, self-management
Assistive Technology
Operational Competence
Multi-modal expression
e.g., How to use devices, low & hi tech options
Personal Relevance
Related to individual needs
e.g., social skills, daily living, vocational
Pivotal Skills
Important to learning across content areas
e.g., selecting from a field of 4, using asking /answering “Wh” questions, sequencing events, using graphic organizers
Grade Level Content Standards
Qualities of a Well-Designed Standards-Based IEP
(modified from Wakeman et al., 2010)

73. Gina- 7th grade
IEP aligns with CCSS in reading, math, science, and social studies
Takes state’s alternative assessment
She tracks her progress for priority academic skills
Object chart to keep track of how many books she has completed through shared readings
Continues to work on person care, therapy, and social goals
Looking into attending community college that supports students with moderate and severe intellectual disabilities

74. Standards-based IEP
Goals that promote learning of the state standards
DOES NOT try to include a goal for every content area
Goals for the strategies students need to develop to learn the general curriculum content

75. Alignment Process Matching two educational components
Aligned with assessment
Assessment aligned with standards
IEPs aligned with state standards to help align instruction with the general curriculum.
Why?

76. 1. Prepare students for state assessments
Students need instruction that is aligned with the academic content standards for their grade.
Specify skills for the student to acquire that will promote access to the curriculum &
Help the student meet the alternate achievement standards
IEP should identify priorities to address standards

77. 2. Students need academic instruction to progress in academic content
Life skills are important for increased independence and transition…
Students also need the opportunity to participate in the general curriculum for their grade level.
Students with moderate and severe disabilities need direct and systematic instruction to learn academic skills
IEP prioritizes these needs AND
How s/he will access the broader content.

78. 3. Aligned IEPs can promote meaningful academic instruction
Sometimes the goal that is chosen does not appear to be “really reading” when presented to general educators
Sometimes has little “real-life” use or meaning for the student
Sometimes it is academic, but not relevant to student’s grade level
Help teams to select academic goals that are meaningful to the student and promote access to the general curriculum

79. Aligning with high school curriculum
10th grade English:
Understanding symbolism in poetry and other literature.
If student has no reading skills, but enjoys the social context of being with typical peers in English class what can we do???
Team wants to build on her social success by promoting some literacy skills that link to the 10th grade poetry focus
If student uses picture symbols for basic needs and communication…..
Team may look into how she may learn more abstract symbols of poetry.

80. What is needed to be successful at alignment?
Become familiar with Common Core State Standards
Become familiar with the Extended Standards or Alternative Standards being used
Keep the planning student-focused (materials from imdetermined.org may help)
Consider both specific academic goals and broad access goals (Infused skills grid or participation plan may help with this)
Do not “force fit” all IEP objectives into alignment with academic standards (e.g., therapy or life skills without link to state standards; but should link to activities in general education).
-Begin with the standards and link appropriately

81. Critical Features of Annual Goals
1. Make a link to the Common Core State Standard (be able to name the CCSS)
2. Students will write / rewrite one annual IEP goal for a student :
Date
Condition
Student/Learner
Behavior
Criteria
Evaluation procedure

82. Goals & Objectives Activity
Draft 2 goals using the ODE forms attached
Each goal should have two short-term objectives
Reference baseline data (this can be hypothesized)
Make sure you have all of the key components of a goal and objective.

83. Common Core Standard 9-10.RL.Key Ideas and Details
“Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.”
Core Purpose: Analyze a character's development during the progression of the plot.

84. Analysis of Character Development Grade Level
By (date), after reading grade-level literature, (name) will write an organized and focused essay of (250 words) to explain and interpret a character's development, including an introductory paragraph containing the title of the book, a brief introduction to the character whose development will be the focus of the essay, and a thesis statement that states the character's change in motivation, personality, or emotions and the intensity of that change; (2) body paragraphs that cite and comment on conflicts or experiences that lead to that change; (2) relevant citations from the text that support claims; and a conclusion that summarizes the purpose of the essay for (3 out of 4) texts.

85. Mild Level of Support
By (date), after reading grade-level literature and receiving a rubric that explains the suggested content for each paragraph of the essay (e.g. "Paragraph 1 should contain a thesis statement that includes the title of the book, the author, the character who is the focus of the essay, and the point about the character's development that the essay will aim to prove."), (name) will write an essay of (250 words) to explain and interpret a character's development, including an introductory paragraph containing the title of the book, a brief introduction to the character whose development will be the focus of the essay, and a thesis statement that states the character's change in motivation, personality, or emotions and the intensity of that change; (2) body paragraphs that cite and comment on conflicts or experiences that lead to that change; (2) relevant citations from the text that support claims; and a conclusion that summarizes the the purpose of the essay for (3 out of 4) texts.

86. Moderate Level of Support
By (date), after reading instructional-level literature and receiving (5) chronological excerpts from the reading that show progression in a character's development and a playlist containing (10) songs, (name) will listen to the songs on the playlist and assign one song to each excerpt that best matches the tone and mood of the song to the emotion experienced by the character (e.g. an aggressive, rock song for a scene where the character is angry or violent, a peaceful, classical selection when the character is feeling relaxed or content, and an upbeat, pop song when the character is feeling playful or energetic) and write (1-2) sentences to (3) short-answer questions about how the music selected for each excerpt reflects changes in the character's feelings between two excerpts (e.g. "How do the character's feelings change between excerpts 1 and 2?" for (3 out of 4) texts.

87. Intense Level of Support
By (date), after reading or listening to (3) chronological excerpts (2 or 3) sentences in length from instructional-level literature that show progression in a character's development, (name) will draw images or select images from a set of picture cards items that best represent the way a character feels in each excerpt (i.e. a smiley face and flowers for a happy, a frowning face and rain for a sad, the color red and lightening bolts for an angry) and will verbally express (his/her) reasoning for the selections and the changes (he/she) notices in the way the character feels from the first excerpt to the second and from the second excerpt to the third for (3 out of 4) texts.

88. CCSS: Writing 9-10.W.2 Text Types and Purposes
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
2.a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
2.b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
2.c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
2.d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
2.e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

89. Writing Complex Ideas Clearly & Accurately: Grade Level
By (date), when given a set of art pieces, (student) will choose (1) art piece and write a (700-word) essay that examines and analyzes the work by including the following: (3) clear and accurate facts about the artist, (3) relevant and accurate facts about the time period in which the artist worked, and (5) specific and relevant descriptions that provide a visual analysis of the content and the style of the art.

90. Mild Level of Support
By (date), when given a set of art pieces, (student) will choose (1) art piece and write a (700-word) essay that examines and analyzes the work by including the following: (3) clear and accurate facts about the artist, (3) relevant and accurate facts about the time period in which the artist worked, and (5) specific and relevant descriptions that provide a visual analysis of the content and the style of the art.

91. Moderate Level of Support
By (date), when given a set of art pieces and a paragraph template for each body paragraph, (student) will choose (1) art piece and write a (700-word) essay that examines and analyzes the work that includes the following: (3) clear and accurate facts about the artist, (3) relevant and accurate facts about the time period in which the artist worked, and (5) specific and relevant descriptions that provide a visual analysis of the content and the style of the art.

92. Intense Level of Support
By (date), when given a set of art pieces, (student) will choose (1) art piece, imagine they are the curator in a museum, and describe the art to a visitor who is looking at the art, including who the artist is, what time period they worked in, and at least (2) details about the art piece.

93. CCSS: 9th Grade Math 9-12.S.ID.1
Core Purpose
Represent data with dot plots, histograms, and box plots.
9-12.S.ID.1 Summarize, represent, and interpret data on a single count or measurement variable
Represent data with plots on the real number line (dot plots, histograms, and box plots).*

94. Grade Level: Plotting Data
By (date), when given (5) problems involving constructing graphical displays (e.g. dot plots, histograms, and box plots) to describe sets of data values, (name) will correctly solve (4 out of 5) problems. Example 1: Make a dot plot of the last four digits of the cell phone number for every student in the class. Example 2: Create a histogram for the heights in inches of the students in the class. Example 3: Construct a box plot of the weights of players on the NBA basketball team.

95. Mild Level of Support
By (date), when given (5) problems involving constructing graphical displays (i.e. dot plots, histograms, and box plots) to describe sets of data values, using a graphic organizer (e.g. Plotting Data ), (name) will correctly solve (4 out of 5) problems. Example 1: Make a dot plot of the last four digits of the cell phone number for every student in the class. Example 2: Create a histogram for the heights in inches of the students in the class. Example 3: Construct a box plot of the weights of players on the NBA basketball team.

96. Moderate Level of Support
By (date), when given (5) problems involving identifying graphical displays to describe sets of data values, using a graphic organizer (e.g. Plotting Data ), (name) will select the correct graphical display from four, fixed, pictorial answer choices, for (4 out of 5) problems. Example 1: Make a dot plot of the last four digits of the cell phone number for every student in the class. Example 2: Create a histogram for the heights in inches of the students in the class. Example 3: Construct a box plot of the weights of players on the NBA basketball team.

97. Intense Level of Support
By (date), when given (5) problems involving constructing graphical displays to describe sets of data values, using a graphic organizer (e.g. Plotting Data ) and the aid of digital media (e.g. boxplot or histogram ), (name) will correctly solve (4 out of 5) problems. Example 1: Create a histogram for the heights in inches of the students in the class. Example 2: Construct a box plot of the weights of players on the NBA basketball team.