Сarol Quirk: Student Planning
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Transcript of Сarol Quirk: Student Planning
Student Planning
Team Planning
• Student-centered planning process• Selecting standards-based academic goals• Identifying supports and services• Collaborative planning tools
Where and when to teach IEP GOALSWhere and when to provide SASHow to embed specialized instruction and
supports into the lessons and daily routines
Maryland Coalition for Inclusive Education
What is the Dream?
What are the nightmares?
Who is this person?
Strengths, gifts,
talents?
What does this person
need?
What is Plan of Action?
What is the story? History?
What is a MAP?
STUDENT&
FAMILY
Student-Centered Plannin
How to Plan
• Individual/Family is the focus Who to invite
When/where meeting will take place
• Planning team and participants: Current and former teachers/service providers
Administrators
Friends, cousins, neighbors
Relatives
Student Action PlanAREA ACTIONS Who/when
ModificationsGE – math and science
SE teacher and Para under SE direction – other subjects
GE and SE teachers daily
Collaborative planning
Weekly student performance review and academic planning Thursdays
Communication book update
Identify core vocabulary for each subjectIdentify student-preferred social comments
Identify core vocabulary for actions/objects and phrases to represent home activity
Speech Therapist/GE teacher
Consult with peers and parent
By Sept. 30th
Locker key Buy keyed locker by August 15th
Behavior support
Take data on task-avoidance behavior
Develop prevention strategies for daily routines and class lessons
Psychologist – between Sept. 15
and 30
Embedded skills for students taking the alternate assessment
What some
students learn
What most students should
learn
What all students should Learn
Assessment Limits
Start with the Regular Curriculum
• Step 1: Select Target Skill/Behavior
• Step 2: Define Target Skill/Behavior
• Step 3: Select Data Collection Method
• Step 4: Select Time Span
• Step 5: Implement Data Collection Method
• Step 6: Summarize and Graph Data
• Step 7: Use Data to Make Decisions
Use Data
Schedule and/or Environments:IEP Objectives:
Arrival
Morning Work
Writing
Small Group Reading/Centers
Whole Group
Word Work
Lunch
Art
Media
Physical Education
Music
Dance
Math
Science/Social Studies
Dismissal
Intervention
Demonstrate following multi-step directions (with 80% accuracy) X X X X X X X X X X X X X X X XKnow and follow classroom routines (4 of 5 times) X X X X X X X X X XMatch printed words to pictures (4 of 5 times) X X X X X X X X Acquire and use content vocabulary (4 of 5 times) X X X X X X XDescribe, copy, and extend color, shape and size patterns with manipulatives (4 of 5 times)
X X
Count backwards from 20 (4 of 5 times) X XOrder numerals to 20 (with 90% accuracy) X X XUse one-to-one correspondence when counting one-ten objects (with 80% accuracy)
X X X X
Identify noun, verb, adjective symbols within the system in order to increase receptive vocabulary (with 80% accuracy)
X X X X X X X
Appropriately express wants and needs and ask/answer questions using the system (with 80% accuracy)
X X X X X X X X X X X X X X
Match to visual/tactile sample when presented four or more alternatives (with 80% accuracy)
X X X X X X X X
Identify nouns; i.e. objects, food, people, etc. (with 80% accuracy) X X X X XIdentify verbs; i.e. photo/picture action cards (with 80% accuracy) X X X X XProduce consonant-vowel combinations (with 80% accuracy): a) on command/given a model or cue card b) communicative intent
X X X X X X X X X X X X X
Produce single words, given a model or a cue card and spontaneously (with 80% accuracy)
X X X X X X X X X X X X X
Produce two-word combinations: agent-action, action-object, agent-object, modifier object (with 80% accuracy)
X X X X X X X X X X X X X
Use social markers in daily conversational routines with decreased prompting: greetings/closings, calling, acknowledging (with decreased verbal prompting 70% of the time)
X X X X X X X X X X X X X X X X
Cut lines and simple shapes with scissors XColor shapes within 1/4”-1/2” of boundary line (3 of 5 times)
X
Write first name within given space or on line using correct formation of letters (3 of 5 times)
X X X X X X X X X X X X X X X X
Write sight words learned in the classroom using proper formation of letters (3 of 5 times)
X X X X X X X
Write Numbers 0-9 with proper formation (3 of 5 times)
X X X X
Display on-task behaviors one-on-one; in a small group (4 of 5 times)
X X X X X X X X X X X X X X X XMatch all consonant sounds to appropriate letters (with 80% accuracy)
X X X X X
Viktor: Individual Goals
Subject:
IEP Goals:
Language Arts
Math Science Lunch
Follow multi-step directions
** Use visual cues when introducing new tasks
Follow routines within activities (e.g., “Get your folder and come to the table”)
Follow directions/rules when playing math games
Follow steps to complete experiment.
Complete lunch routines (e.g.; “First eat your sandwich and then you can have a cookie;” “Pack up your stuff and go line up”)
Match printed words to pictures
Match word to appropriate picture during read-aloud/ guided reading
Match labels to pictures on graphs and charts
Match labels to objects or pictures being studied
Count up to 10 objects accurately
Help teacher distribute materials (“Get 5 books from the shelf and give one to each person”)
Use manipulatives to solve addition and subtraction problems (peer or adult sets up problem, Jake counts items)
Count items being used in experiments (“How many rock samples are there?”)
Count items (“How many different things do you have in your lunchbox?” “How many goldfish would you like?”)
Viktor’s Activity Analysis
Routine Planning Matrix
When: What students are expected to do:
The teacher is lecturing
Sit in seatListenTake notesAnswer questions
Students are working in cooperative groups
Perform assigned roleTake turnsListenRespect opinions of others
Students are doing individual seat work
Work in assigned areaComplete activityAsk for help if needed
Supports:
Seat near front of roomPartner to take notesCopy of notes Communication device
Visual of assigned tasksReview of cooperative group rules prior to startingCommunication device
Choice of area in which to work“Help” card
What the student will do:
Sit in seatListenAnswer one question
Perform one role (same over time)Wait for turn until a student prompts himListen
Work in areaComplete modified activityUse “help” card to request assistance
Routine Planning MatrixMultiple Students
When: Students are expected to: Supports
The teacher is talking
Remain seated at desksOrient towards front of the roomLook at boardTake notes
Seat near front (JZ, AX)Seat near back (RQ)Own copy of slides/overhead (JZ)Cloze notes (AX, RQ, LM)
Teacher guided whole class discussion
Remain seatedRemain quiet when other speakRaise hand to be acknowledgedAnswer questionsOffer ideas
Visual cue for hand raising (RQ)Preplanned question to answer (AX)Behavioral feedback (JZ)
Cooperative group or pair activities
Take turnsComplete assigned role/taskInteract politely with peers
Assigned role that doesn’t require writing (AX, LM)Written copy of the directions (RQ, JZ)Behavioral feedback (JZ)
Individual seatwork
Remain seated and quietComplete written taskAsk for help if needed
Reduced writing requirement and/or scribe (AX, LM)Chunking (AX, RQ, JZ)Reduced complexity (AX)Breaks (RQ)
Student Descriptions: Ivan, Tatyana, Andrei
• What are critical skills that the student needs to learn?
• Where are opportunities to learn these skills across the day?
• What are the benefits for Ivan in participating in the general education classroom?
• What classroom activities will need to be adapted for the student participate in general education classes?
One thing we learned
about student
planning?