1. A Supports Planning Model for the Learning of General Education Curriculum Content by Students with Significant Disabilities Institute on Disability/UCED Institute on Disability/UCED University of New Hampshire OSEP Project Director’s Meeting 2006

2. Project Staff Cheryl Jorgensen, Project Director Michael McSheehan, Project Associate Rae Sonnenmeier, Project Associate Institute on Disability/UCED University of New Hampshire http://www.iod.unh.edu/beyond-access

3. Big Concerns in the Field Accountability for making progress in the general education curriculum Accountability for making progress in the general education curriculum But what should our expectations be? But what should our expectations be? How should teams work to support students? How should teams work to support students? What do teams need to do their work well? What do teams need to do their work well?

4. BIG PICTURE of the Beyond Access Project Grant Award for 4 years Grant Award for 4 years Address key concerns in the profession of educating students with significant disabilities in a general education class Address key concerns in the profession of educating students with significant disabilities in a general education class Start up = Expert Panel, Literature Review Start up = Expert Panel, Literature Review Design, Implement, Evaluate at initial project sites Design, Implement, Evaluate at initial project sites RE-Design, Implement, Evaluate at 1-year Replication Sites Dissemination Dissemination

5. Student Selection Criteria Elementary Students who… Qualify for Alternate Assessment Qualify for Alternate Assessment Have a label of significant disabilities Have a label of significant disabilities Could benefit from AAC / A.T. Could benefit from AAC / A.T. In general education class for at least 50% of the day (with 2 core academic areas) In general education class for at least 50% of the day (with 2 core academic areas)

6. Literature Review Results Best Practices Least Dangerous Assumption & High Expectations Least Dangerous Assumption & High Expectations Class Membership and Full Participation Class Membership and Full Participation Quality Augmentative Communication Quality Augmentative Communication Curriculum, Instruction, and Supports Curriculum, Instruction, and Supports Ongoing Authentic Assessment Ongoing Authentic Assessment

7. Best Practices Family School Partnerships Family School Partnerships Team Collaboration Team Collaboration General and Special Education Reform General and Special Education Reform Professional Development Professional Development

8. A Guiding Principle “LEAST DANGEROUS ASSUMPTION” (Anne Donnellan, 1984) “The criterion of LDA holds that in the absence of conclusive data, educational decisions ought to be based on assumptions which, if incorrect, will have the least dangerous effect on the likelihood that students will be able to functional independently as adults.” Furthermore, “we should assume that poor performance is due to instructional inadequacy rather than to student deficits.”

9. Membership & Participation : Our goal is to get to the top In class - participate in all typical routines In class - participate in some typical routines In class - participate in different routines In and out of class - limited participation with classmates

10. Learning: Our goal is to get to the top Learn Grade Level Curriculum (or Critical Function) Learn “Lower Level” Curriculum Learn Functional Skills in Typical Routines Learn Functional Skills in Atypical Routines Developmental Curriculum

11. Iterative Phases of the Model Phase 1: CASTS Phase 1: CASTS Comprehensive Assessment of Student and Team Supports Comprehensive Assessment of Student and Team Supports Phase 2: Explore & Describe Phase 2: Explore & Describe Short trials (2-8 weeks) Short trials (2-8 weeks) Phase 3: Implement & Document Phase 3: Implement & Document Longer trials Longer trials Phase 4: Review & Sustain Phase 4: Review & Sustain Embedded in every Phase Embedded in every Phase

12. Implement & Document Review & Sustain Support Plans Recommendations & Revisions Support Plans CASTS Reflective Practice Professional Development P. D. Plans Support Plans Administrative Review Team Student & Team School Classroom Community Explore & Describe

13. High Quality Professional Development Based in comprehensive assessment and linked with student & team support needs Based in comprehensive assessment and linked with student & team support needs Direct instruction (workshops) Direct instruction (workshops) Onsite technical assistance for one year Onsite technical assistance for one year Classroom observation Classroom observation Classroom coaching Classroom coaching Use reflective practice strategies and structures to support job-embedded learning Use reflective practice strategies and structures to support job-embedded learning

14. Beyond Access Research Questions How does using BA Model affect student performance? How does using BA Model affect student performance? How does using BA Model affect team performance? How does using BA Model affect team performance? How “usable” is the BA Model? How “usable” is the BA Model?

15. Team Selection Criteria IEP Teams of Elementary Students who: Are invested in changing and improving their skills, practices, and beliefs about supporting and educating their students; Are invested in changing and improving their skills, practices, and beliefs about supporting and educating their students; Are invested in changing and improving their skills, practices, and beliefs about supporting and collaborating with other team members (colleagues, family members); and Are invested in changing and improving their skills, practices, and beliefs about supporting and collaborating with other team members (colleagues, family members); and Are open to trying proven and emerging best practices. Are open to trying proven and emerging best practices.

16. Administrative Review Team 1 - University Faculty for Beyond Access Project 1 - Project Site Mentor(s) in Training 2 - Building Administrator(s) Principal or Assistant/Associate Principal Building Special Education Coordinator 1 - District Special Education Director

17. How Might We Operationalize Donnellan’s Least Dangerous Assumption Principle? The Least Dangerous Assumption is to presume competence. The Least Dangerous Assumption is to design educational programs and provide supports based on that presumption.

18. How Might We Operationalize Donnellan’s Least Dangerous Assumption Principle? For the Beyond Access Project: For two periods a day, assume competence to learn the general education curriculum. For two periods a day, assume competence to learn the general education curriculum. Suspend judgment about student capabilities until supports are provided accurately and consistently and best practices are in place. Suspend judgment about student capabilities until supports are provided accurately and consistently and best practices are in place. Reflect on your assumptions frequently. Reflect on your assumptions frequently.

19. 5 Reasons Why Our LDA Should Be to Presume Competence Human intelligence is a multi-faceted construct rather than a uni-dimensional characteristic.

20. 5 Reasons Why Our LDA Should Be to Presume Competence Most students with significant disabilities have difficulty communicating and assessments of their “I.Q.” are seriously flawed.

21. 5 Reasons Why Our LDA Should Be to Presume Competence Research shows that a growing number of children and adults labeled “retarded” show they are more capable when they have a means to communicate.

22. 5 Reasons Why Our LDA Should Be to Presume Competence To presume “incompetence” could result in harm to our students if we are wrong.

23. 5 Reasons Why Our LDA Should Be to Presume Competence Even if we are wrong about students’ capacities to learn general education curriculum content, the consequences to the student of that incorrect presumption are not as dangerous as the alternative.

24. What is your assumption? Assume competence, and the student ISN’T… OR Assume incompetence, and the student IS… Which would you rather have happen to YOU? Which would you rather have happen to YOU? Which would you rather have happen Which would you rather have happen to your CHILD or one you love? to your CHILD or one you love? What do adults with disabilities What do adults with disabilities tell us about their educational experiences? What does research tell us? What does research tell us? What does history tell us? What does history tell us?

25. Publications Jorgensen, C. (2005). The least dangerous assumption: A challenge to create a new paradigm. Disability Solutions, 6(3). of Intellectual and Developmental Disabilities. Jorgensen, C., McSheehan, M., & Sonnenmeier, R. (in review). Searching for presumed competence in the educational programs of students with significant intellectual and developmental disabilities. Journal of Intellectual and Developmental Disabilities. McSheehan, M., Sonnenmeier, R., Jorgensen, C., & Turner, K. (2006, in press). Beyond communication access: Promoting learning of the general education curriculum by students with significant disabilities. Topics in Language Disorders. Sonnenmeier, R., McSheehan, M., & Jorgensen, C. (2005). A case study of team supports for a student with autism’s communication and engagement within the general education curriculum: Preliminary report of the Beyond Access Model. Augmentative and Alternative Communication, 21(2), 101-115.

26. Case Study “I don’t necessarily believe as strongly as I had that prerequisite skills need to be demonstrated before presenting more challenging material.” (p.108) “I don’t necessarily believe as strongly as I had that prerequisite skills need to be demonstrated before presenting more challenging material.” (p.108) “I know that I am spending more time thinking more deeply about the way that materials are constructed and how I am presenting them to [Jack].” (p.109) “I know that I am spending more time thinking more deeply about the way that materials are constructed and how I am presenting them to [Jack].” (p.109) “We’re beginning to realize that [Jack’s] performance is linked to how well we perform. If we don’t support [Jack] well, he won’t do well.” (p. 109) “We’re beginning to realize that [Jack’s] performance is linked to how well we perform. If we don’t support [Jack] well, he won’t do well.” (p. 109)

27. Impact Study 38 participants completed BA Impact Survey 38 participants completed BA Impact Survey 6 months following the initiation of the BA model 6 months following the initiation of the BA model Likert scale ratings Likert scale ratings Close and open-ended survey questions Close and open-ended survey questions Content analysis Content analysis

28. When Educators Presume Competence… Replication site participants reported that Replication site participants reported that Beyond Access increased their expectations resulting in: (1) Membership in the classroom, (2) High quality supports provided, (3) Collaborative lesson planning, and (4) Student participation in, instruction in, and/or learning of the GE curriculum.

29. “Team members cited having the expectation that the student would participate in all instructional activities including reading, writing, math, and other instructional activities (e.g., unified arts, morning circle, centers), giving the student the same work as the class, and basing lessons for the student on the lessons and activities of the GE curriculum sometimes with modifications.”

30. “Team members reported on students’ demonstrating learning of GE curriculum that previously had not been expected by the students. “Reading a modified version of a book” “Reading a modified version of a book” “[The student] sometimes writes on white board.” “[The student] sometimes writes on white board.” “Teacher is learning that [the student] can/is doing the work.” “Teacher is learning that [the student] can/is doing the work.”

31. Students’ Demonstration of Learning 56 examples cited of students demonstration of learning 56 examples cited of students demonstration of learning Included examples for reading, writing, and math Included examples for reading, writing, and math

32. “For participants in this study introducing LDA through this approach to professional development resulted in the desired shift from limited access to team members’ perceptions of increased student membership, participation in instructional routines, and learning of the GE curriculum content.”

33. IEP Analysis Study Five students, pre and post BA IEPs Five students, pre and post BA IEPs Inductive analysis – “sensitizing constructs” but open to discovery Inductive analysis – “sensitizing constructs” but open to discovery More strengths-based descriptors More strengths-based descriptors Goals and objectives more aligned with GE standards Goals and objectives more aligned with GE standards Special Education services delivered in GE classroom Special Education services delivered in GE classroom One student moved from alternate to regular assessment with accommodations One student moved from alternate to regular assessment with accommodations More time in GE classroom More time in GE classroom

34. Enhanced Definitions of “Presumed Competence” & “Least Dangerous Assumption”

35. Presumed Competence Learning goals and other programmatic elements are related to learning chronological, age-appropriate grade-level GE curriculum. Learning goals and other programmatic elements include demonstration of both receptive and expressive communication about age-appropriate grade-level GE curriculum. For any student not communicating using speech, writing, or sign language to meet these goals, aided and un-aided AAC is utilized. The symbol set that is used includes traditional orthography (i.e., letters, words, phrases, sentences) in whatever sensory representation is needed by the student (e.g.., Braille, print, finger spelling).

36. Qualified Competence – Lower Level Curricula Learning goals and other programmatic elements are related to learning lower than grade-level GE curriculum. Learning goals and other programmatic elements include demonstration of both receptive and expressive communication about lower than grade- level GE curriculum. For any student not communicating using speech, writing, or sign language to meet these goals, aided and un- aided AAC is utilized. The symbol set that is used includes traditional orthography (i.e., letters, words, phrases) in whatever sensory representation is needed by the student (e.g.., Braille, print, finger spelling).

37. Qualified Competence – Specialized or Alternate Curricula Learning goals and other programmatic elements are not aligned with grade-level GE curriculum or are related to specialized or alternate curricula. Learning goals and other programmatic elements include demonstration of both receptive and expressive communication about specialized or alternate curricula. For any student not communicating using speech, writing, or sign language to meet these goals, aided and un-aided AAC is utilized. The symbol set that is used may or may not include traditional orthography.

38. Readiness Competence Learning goals and other programmatic elements are not related to learning academics. For example, annual goals and short term objectives may be related to: (a) perceived prerequisites to communication (e.g., object permanence, eye contact, orientation to speaker); (b) basic communication skills such as: expressing wants and needs (e.g., more, hungry, angry); (c) functional skills, activities of daily living, personal care; and/or, (d) perceived developmentally appropriate skills (e.g., matching, number recognition, sorting).

39. Least Dangerous Assumption Learning goals and other programmatic elements are related to participating in chronological, age-appropriate grade-level GE learning activities with a focus on developing access skills such as receptive and expressive communication. There is no expectation that the student will demonstrate learning of the GE curriculum. For example, students may participate in a learning activity by selecting from an array of context-appropriate and “correct” messages. For any student not communicating using speech, writing, or sign language to meet these goals, aided and un-aided AAC are utilized. The symbol set that is used includes traditional orthography (i.e., letter, words, phrases, sentences) in whatever sensory representation is needed by the student (e.g., Braille, print, finger spelling).

40. Student Participation in GE Classrooms CNSTyTi Pre- CASTS 0-20%0-20%20-40%40-60%20-40% 6 mos Post- CASTS 60-80%20-40%60-80%60-80%60-80% 9 mos Post- CASTS 80%80-90%80-100%90-100%90-100%

41. Next Steps Additional studies to determine relationship between using the Model and student learning outcomes. Additional studies to determine relationship between using the Model and student learning outcomes. Additional studies to determine the relative impact of various elements of the Model on student learning. Additional studies to determine the relative impact of various elements of the Model on student learning. Larger scale replication of the Model Larger scale replication of the Model

42. Any Questions?

43. To Learn More… Visit the Beyond Access Web site http://iod.unh.edu/beyond-access/ Attend our Poster Session at 5:30 Today!

44. The Beyond Access Model in Action

45. JACK: CASTS “Included” in grades 1 - 3 “Included” in grades 1 - 3 Began with Beyond Access in 4th grade at age 10 Began with Beyond Access in 4th grade at age 10 Autism Initial communication system: Initial communication system: gestures (2 finger pt.) gestures (2 finger pt.) some signs some signs vocalizations Go-Talk (9 messages) Go-Talk (9 messages) Home - 3 sibs, active, interpret needs Home - 3 sibs, active, interpret needs Described by team as “functioning at 2 yr. Level” Described by team as “functioning at 2 yr. Level”

46. Jack: CASTS-AAC

47. JACK: CASTS Jack with Assistant GeneralEducationClassroom Jack’s Desk Jack: CASTS-Membership and Participation

48. Jack: CASTS Video

50. Jack: Explore & Describe Enhancing Participation by Supporting Routines Go Talk with 9 messages for Social Studies Adult Aides, then fades

51. Jack: Implement & Document Instructional Routines Students are… Students do ____ Alternate form of “do _____” What (supports) would it take for Jack to DO ____?

52. CASTS -AAC 9 Items

53. 10 months after Beyond Access

54. Student & Team Outcomes Student Student Accurate & consistent YES/NO (2 mo) Accurate & consistent YES/NO (2 mo) Display of 9 --> 49 messages per display Display of 9 --> 49 messages per display 80-100 curriculum related messages 80-100 curriculum related messages Team Team Weekly meetings for planning & management Weekly meetings for planning & management Family involvement Family involvement LDA LDA Consensus on features of supports Consensus on features of supports Acquisition of device Acquisition of device

55. Jack: 5th Grade

56. Adapted Grade level novel Rewritten by team members to late 1st - early 2nd grade level, maintaining essential content for general education quizzes/test.

57. Classmate Paired Reading During paired reading, literate peers read aloud and silently with modified text

58. Independent Silent Reading Jack with modified text. Began showing more emergent reading skills, including vocalizing while touching individual words.

59. Jack Instructional Supports Gen. Ed. Materials

61. Jack: 5th Grade Video

62. Student and Team Outcomes “I don’t necessarily believe as strongly as I had that prerequisite skills need to be demonstrated before presenting more challenging material.” (p.108) “I don’t necessarily believe as strongly as I had that prerequisite skills need to be demonstrated before presenting more challenging material.” (p.108) “I know that I am spending more time thinking more deeply about the way that materials are constructed and how I am presenting them to [Jack].” (p.109) “I know that I am spending more time thinking more deeply about the way that materials are constructed and how I am presenting them to [Jack].” (p.109) “We’re beginning to realize that [Jack’s] performance is linked to how well we perform. If we don’t support [Jack] well, he won’t do well.” (p. 109) “We’re beginning to realize that [Jack’s] performance is linked to how well we perform. If we don’t support [Jack] well, he won’t do well.” (p. 109)

63. Participated in activities with classmates Participated in activities with classmates Partnered reading with literate peers Partnered reading with literate peers Independent “reading” of adapted books Independent “reading” of adapted books Communication displays with necessary messages (with no prerequisite) Communication displays with necessary messages (with no prerequisite) Opportunity to engage key concepts (based on chapter quizzes) Opportunity to engage key concepts (based on chapter quizzes) Battle of the Books Battle of the Books Participation --> Access --> Learning Participation --> Access --> Learning Jack Fifth Grade MEMBERSHIP & PARTICIPATION HIGH EXPECTATIONS LEAST DANGEROUS ASSUMPTION CURRICULUMINSTRUCTIONSUPPORTS QUALITY AUGMENTATIVE AND ALTERNATIVE COMMUNICATION TEAM COLLABORATION

64. To Learn More… Visit the Beyond Access Web site http://iod.unh.edu/beyond-access/