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Building Successful Inclusion Experiences for
Students with Significant Disabilities
(Inclusion Works Conference 2018)
C R M , MS
DirectorMoth Educational Consulting, LLC
(210) 241-2405
MothConsulting.com
Pre-Test (for your eyes only)
How confident do you feel developing and teaching Academic Curriculum for students
with significant disabilities?
Super!!I’m a PRO!!
OK-I’m familiar with TEKS. I develop pretty good lessons.
I look at lower grade levels and make it up as I go. I don’t really know curriculum.
I do the best I can. I never really was trained in curriculum. Sometimes I struggle with my job as an effective teacher.
The goal of all learning, including that for students with significant cognitive disabilities, is to enhance quality of life. Language arts instruction provides a unique tool for promoting quality of life through increasing communicative competence. A balanced language arts program for students with significant cognitive disabilities will include instruction in writing, reading, research, and communication.
Mathematics provides a model for problem solving by applying mathematical symbols and other abstractions. Mathematics can be given meaning by beginning with a problem that has importance to the student’s life and preferences.
All students, including those with significant cognitive disabilities, should have the opportunity to gain wonder and understanding of the natural world and their place in it. For this population, it is this outcome of wonder and understanding that will promote quality of life.
Why teach Academic Curriculum to students with
significant cognitive disabilities?
IDEA: Access to the General Curriculum
IDEA & NCLB (now ESEA)
http://www.ldonline.org/article/11846/
The Individuals with Disabilities Education Act (IDEA) 2004 requires that all students who receive special education services have measurable annual goal(s) included in their Individualized Education Programs (IEPs). This may include academic (standards-based) and/or functional (non-standards-based) goals, based on the individual student’s needs, as documented in their Present Levels of Academic Achievement and Functional Performance (PLAAFP) statements. The purpose of these goals, as is the purpose of all special education services, is to assist the student in accessing the general curriculum. Academic (standards-based) goals are goals directly linked to progressing toward enrolled grade-level content standards; functional (non-standards-based) goals are goals which assist the student in accessing the enrolled grade-level content standards.
Start with the basic tools and build, build, build!
Grade Level Content Taught Using
Prerequisite Skills
What are our goals for using these resources?
• For professionals in the LID program to understand the federal/state expectations regarding grade level instruction and assessment, and how they can meet these expectations using curriculum tools and a research-based instructional approach.
• Learn to use STAAR Alternate Resources to address student learning levels at the prerequisite skill level
• Explore the TCMPC/TEKS Resource System and become familiar with the scope and sequence
• To leave the workshop with a deeper understanding of curriculum tools and a plan for their implementation.
Using STAAR Alternate Vertical Alignment to adapt TCMPC for all
students: Step by Step
1. Use STAAR Alternate Resources & Curriculum Framework to Design Grade Level Instruction
2. Use the Vertical Alignment Document to Spiral the TEKS3. Differentiate Lessons for Three Student Levels4. Develop Lesson Plans5. Check Student IEPs & PLAAFPs & Add Individual accommodations and Modifications6. IEP: Write Grade Level Goals & Objectives Using TEKS and Functional Skills Data
1 2 3 4 5 6
STAAR Alternate/Curriculum
VerticalAlignment
Differentiation
Individualize
Develop Lesson Plans
Write PLAAFP& IEP Goals
Check IEP &
PLAAFP
1
2
3
4
5
6
STAAR Alternate 2
TEA has developed the STAAR Alternate 2 assessment to meet the federal requirements mandated under the Elementary and Secondary Education Act (ESEA), a federal education law previously known as No Child Left Behind. TEA designed the STAAR Alternate 2 to assess students in grades 3-8 and high school who have significant cognitive disabilities and are receiving special education services.
1
STAAR ALTERNATE 2 PARTICIPATION REQUIREMENTS
http://tea.texas.gov/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=25769819614&libID=2576981
9723 More than testing requirements—this document guides our curriculum requirements as well. We must teach a TEKS curriculum in order to be able to test students on the
TEKS.
Step I: Review the Eligibility Criteria for STAAR Alternate 2 • Prior to reviewing the eligibility criteria for STAAR Alternate 2, the admission,
review, and dismissal (ARD) committee must understand all assessment options, including the characteristics of each assessment and the potential implications of each assessment choice.
• According to 19 Texas Administrative Code (TAC) §101.27(b), school districts are required to follow the procedures specified in the applicable test administration materials. As a result, the ARD committee must use this form to document its assessment decisions.
• If STAAR Alternate 2 is being considered, the ARD committee must review the four criteria below and select Yes or No if applicable to the student. To be eligible to participate in STAAR Alternate 2, the answer to all four of the questions below must be Yes. If the answer to any of the questions is No, the student is not eligible to participate in STAAR Alternate 2 and must participate in one of the other statewide assessments. Each Yes answer requires a justification that contains evidence that the student meets the criterion.
Anyone NEW to STAAR Alternate? Do we want to look at the Participation Requirements and Exemptions?
Curriculum
Teaching is not rocket science. It is, in fact, far more complex and demanding work
than rocket science.
your district’s adopted Curriculum Framework
We will be using TCMPC: TEKS Resource System:
https://www.teksresourcesystem.net/module/profile/Account/LogOn
STAAR Alternate Essence Statements
● http://tea.texas.gov/student.assessment/special-ed/staaralt/essence/
● 2018 are now published.
What are Essence Statements?
&
Why do I need to know?
● The essence statements are the “essence” of the TEKS statement—the foundational purpose or point○ The basics of the TEKS
● What if my student isn’t there yet?○ No worries!! ○ You’ll use the Vertical Alignment Document to scaffold
instruction!!
Look at the Year at a Glance document.
Log in to TCMPC/TEKS Resource System: http://www.teksresourcesystem.net/module/profile/Account/LogOn?ReturnUrl=%2f
Use the Year at a Glance Document to determine WHEN you will cover the Essence Statements and in WHAT order.
REMEMBER: Use the “Lather, Rinse, Repeat” concept!
Locate the TEKS/Essence Statements on the Year at a Glance documents.
Customize your YAG - - - Cut and paste
(you may choose to this electronically, or with print, depending on your style)
Build your 6 or 9-week plan
● TIPS:○ Match concept-specific essence statements to the appropriate units w/in the
year FIRST. ○ Add the Essence Statements that repeat throughout the units (like vocabulary)
into units that don’t have any (or many) specific Essence Statements.
Develop Weekly Plan
● Use theme topic to gather (or build) materials● Make sure that Essence Statements are included in plan to ensure instruction● Think about what the students will need to know BEFORE they can learn the
Essence Statement, and begin with those skills and build on themTIP:
TEKS Resource System will give you THEMES/UNITS
TEKS Activity
Examine the 6th grade ELA TEKS and mark :
• STRAND – in pink • TEK - in orange• GRADE LEVEL – in yellow• STUDENT EXPECTATION -- in green
Vertical ALignment
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A closer look at the TEKS...
STAAR-Alt Vertical Alignment
● Listening Comprehension Skills. Students comprehend with increasing accuracy what they hear in conversations and in stories read aloud (Pre-K.II.A).
● Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity (K.21; 1.27; 2.28; 3.29; 4.27; 5.27). Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity (6.26; 7.26; 8.26; Eng I.24; Eng II.24; Eng III.24). Students are expected to:
●
● show understanding by responding appropriately (Pre-K)
● show understanding by following two-step oral directions and usually follow three- step directions (Pre-K)
● show understanding of the new language being spoken by English-speaking teachers and peers (ELL) (Pre-K)
● listen attentively by facing speakers and asking questions to clarify information (K)
● follow oral directions that involve a short related sequence of actions (K)
● listen attentively to speakers and ask relevant questions to clarify information (1–2)
● follow, restate, and give oral instructions that involve a short related sequence of actions (1–2)
● listen attentively to speakers, ask relevant questions, and make pertinent comments (3–4)
● follow, restate, and give oral instructions that involve a series of related sequences of action (3–4)
● listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose or perspective (5)
● follow, restate, and give oral instructions that include multiple action steps (5)
● determine both main and supporting ideas in the speaker's message (5)
● listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose and perspective (6)
● follow and give oral instructions that include multiple action steps (6)
● paraphrase the major ideas and supporting evidence in formal and informal presentations (6)
Anatomy of a TEKS Standard
In the Vertical Alignment Document You will see the related TEKS Statements for all grades
Beneath there will be located student expectations - this is the Bloom’s taxonomy of the sequence for learning this skill Pre-K-HS
Each TEKS Statement is made up of related strands that build throughout the grade levels
TEKSStatement
Related StrandsStudent Expectations
VAD: Gap Analysis Activity
Using the Vertical Alignment Document: Gap Analysis
http://tea.texas.gov/student.assessment/special-ed/staaralt/vertalign/
Gap analysis is our way of finding the difference between our student’s reading level/ability and grade-level expectations.
○ Use the Vertical Alignment Document sample to locate the TEKS strand for your grade
○ Locate the grade-level student expectation
○ Spiral to your student’s ability level
○ What is in-between? ~ Gap Analysis
• How can I use this information?
~PLAAFP, SBIEP, Lesson Planning and Differentiating Instruction
Write PLAAFP& IEP Goals
6
Write PLAAFP& IEP Goals
6
Write PLAAFP& IEP Goals
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What are the four critical components of a measurable goal?
A. Timeframe identifies the amount of time in the goal period and is usually specified in the number of weeks or a certain date for completion.
B. Conditions specify the manner in which progress toward the goal occurs. Conditions describe the specific resources that must be present for a student to reach the goal. The conditions should outline or explain what facilitates learning for the student. The condition of the goal should relate to the behavior being measured. For example, a goal relating to reading comprehension may require the use of a graphic organizer. The graphic organizer is the condition.
C. Behavior clearly identifies the performance that is being monitored. It represents an action that can be directly observed and measured.
D. Criterion identifies how much, how often, or to what standard the behavior must occur in order to demonstrate that the goal has been achieved. The goal criterion specifies the amount of growth that is expected.
grade-level content is presented so that students are able to access,
interact, and participate.
Differentiate
3
Differentiate
3
*Be aware of task as it is occurring*Be aware of change in stimuli but
not required to act on stimuli*Be aware of information but not required to make choices based on
the information
Acknowledge, Anticipate, Explore,
Experience, Participate, Respond
STAARAlt
Partial Participation and Adaptations
Partial participation principle means that students with Severe and Multiple disabilities should not be prohibited from daily activities because they might not have the ability to function independently in certain environments.
Often they can complete a task if it is adapted to make it accessible. Instead of excluding them from activities, instructional strategies can make adaptations for each student. There are four types of adaptations:
● modifying skills, ● using personal assistance, ● using an adaptive device, and ● encouraging others to change their attitudes.
Assistive technology helps these students to increase their meaningful participation.
Develop Lesson plans
4
Choose grade level/age appropriate resources (fiction, poetry, drama, nonfiction, etc.)
Individualize to accommodate for individual student needs (IEP information/goals)
Develop interesting, fun, accessible activities & and differentiate for individual differences
Adapted Book
Story Based Lesson
Comprehension Response
ELA Lesson
Story(Personal
Relevance)
Graphic Organizer
Task Analysis
Math Lesson
Story(Personal
Relevance)
Tools
AND/OR
Graphic Organizer
Comprehension Response
AND/ORTask Analysis
Science Lesson
Develop Lesson Plans
Curriculum Tools
Building with Stories Lesson Plan
Grade Level Reading Lists (Google, Librarian, Grade Level Colleagues)
Modified 5E Lesson Plan
Choose grade level/age appropriate resources (fiction, poetry, drama, nonfiction, etc.)And supplement with lots of pictures and experiential learning! 1. Spoken/Sign vocabulary2. Pictures3. Symbol Assisted Text4. Leveled stories/books-same content, adapted reading level
Individualize
Quick Demo of Adapted Book Making
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1. What’s your book? (I find it easiest to develop Level 3 First, Then Simplify for Levels 2 & 3
2. Check Tarheel - Didn’t find what you want? >> 3. Google title+adapted book Still nothing? >>4. Google Summary5. Text compactor6. Rewordify7. Google Slides or PPT8. Images for Illustrations and Manipulatives
Resources
• ESC Statewide Leadership: Low Incidence Statewide Network (LISN) http://www.esc3.net/page/246
• Center for Literacy and Disability Studies http://www.med.unc.edu/ahs/clds
• UNC Charlotte PROJECT MASTERY• http://access.uncc.edu/project-mastery
Post-Test (for your eyes only)
How confident do you feel developing and teaching Curriculum?
Super!!I’m a PRO!!
OK-I’m familiar with TEKS. I develop pretty good lessons.
I look at lower grade levels and make it up as I go. I don’t really know curriculum.
I do the best I can. I never really was trained in curriculum. Sometimes I struggle with my job as an effective teacher.
Planning Next Year
Every Year:○ Use the same units, themes, and lessons○ TEKS Do NOT change from year to year
• Check: STAAR-TESTED TEKS may be different from year to year
○ Curriculum Framework is static from year to year○ Update information & materials based on current news and
information○ Look at last year’s Themes and Lessons
Adapt, Add, Toss
I am g ed t u ne f hi I c u n Wo s on! I wo l e ke to n a n h Fa ok L n e n. If o ve t qu on af t a , p e re ut .
In e s in n e c l i y is c ?Con t ir l .I’d o t e p!
C
“To shine your brightest light is to be who you truly are.” - Roy T Bennett
Cindy R Miller, MS
Moth Educational Consulting, LLC
(210) 241-2405
