K-12 Intensive Training
2013-2014
Educational Strategies and Supports
Intensive Training
LOGISTICS
IT Schedule Review
Your Learning Accountability
• NOVICE
• INTERMEDIATE
• ADVANCED
Logistics
• Restrooms
• EPLI: Trainer Schedule / Applications
– Lunch line first
FOLLOW UP
• Review Action Items
Wow! That’s a Good Idea!
Write down the critical ideas or points that you don’t want to forget.
Find a collaborator / partner that can help you accomplish the task.
That’s a good idea!
• Analyze Data
–
–
–
–
Engagement
Social Interaction
Independence
Behavior
• Wow, That’s a Good Idea form
Who will do this with me?
How are you Feeling?
Agenda and Timeline for the
day and next day Training
Day one:
Review IDEA ‘04
Sensitivity Awareness
Academic Modifications/Accommodations
Day two:
Academic Modifications
Grading Students with ASD
OH 5.2a
So why are we wasting this kid’s
time in general education?
• Because this is what the State of Michigan
has mandated all students in the State of
Michigan should learn.
• General education student asks the same
question…how do we answer that for
them.
IDEA ’97 Definition of Special Education
Special education – “Specially designed
instruction” whose purpose is “to address the
unique needs of the child that result from the
child’s disability; and to ensure the access of
the child to the general education curriculum,
so that he or she can meet the educational
standards within the jurisdiction of the public
agency that apply to all children”
The Universally
Designed Classroom (2005)
Does Self-Contained Special Education Deliver on It’s
Promises? A Critical Inquiry Into Research and Practice
Causton-Theoharis, J., Orsati, F.& Cosier, M.
Fifty years after Brown v. Board of
Education (1954) determined that even an
equal education that occurs in a separate
setting is inherently unequal, many
students with disabilities remain in
separate settings.
Guidelines of IDEA 97
• IDEA 97 Strictly States that Students with
Disabilities must be Appropriately
Supported within the General Education
Curriculum before placing them in Special
Education Curriculum
• Without Individualized Modifications, The
Student has not been Appropriately
Supported within the General Education
Curriculum.
Language in IDEA 1997 outlines an important
philosophical shift in service delivery. Special
Education is defined as a ‘service’, not a
‘destination’. For many educational providers,
this requires a review in which actual decisions
are made regarding service delivery. General
education is the environment in which most
education is delivered. To move any student out
of this environment, the present level of
performance must establish the reason an
alternate setting is required.
Educators are challenged to understand
that placement in the least restrictive
environment must incorporate the
management of supportive special
education services in general education. If,
and only then this service plan does not
meet the need of the student, alternate
placements may be considered. For
students with ASD we must disengage from
‘what we have always done’, and learn
‘what we must do’ to meet this directive.
If we continue to place students by this
disability category in alternate placements
without originating and testing systems of
support, we are not following the intent of
IDEA. Placement considerations must
include effective educational strategies
geared toward the Accomplishment of
academic goals. Students must not ‘earn
Their way in’. In truth, we cannot know what
they will learn. We are simply not
accomplished, yet, at this task.
A key aspect of individualization for students
with ASD involves approaches for supporting
high rates of engagement.
Engagement – The amount of time that
the student is attending to and actively
interacting in his or her social and
nonsocial environments, has been cited
as one of the best predictors of positive
student outcomes.
Iovannone, Dunlap, Huber, Kincaid (2003)
IDEA ‘04
“Almost 30 years of research and experience
had demonstrated that the education of
students with disabilities can be made more
effective by having high expectations for such
children and ensuring their access to the
general education curriculum in the regular
classroom, to the maximum extent possible”
The Universally
Designed Classroom (2005)
Why are expectations
important?
The Pygmalion Effect
(Rosenthal & Jacobson, 1968)
Later research:
Expectancy Effect
Madon et al (1997) - teacher
perceptions and expectations
have a greater relative impact
on achievement among low
achievers than among high
achievers.
CONGRESSIONAL FINDINGS
Understanding Federal Law
U.S. Code (U.S.C.)
50 Titles
Title 20: Education
78 Chapters
Chapter 33: IDEA — IV Subchapters
Subchapter I: General Provisions
82 Sections -- denoted as §
§ 1400: Findings / Purpose
…the implementation of this chapter (33 : IDEA) has been impeded by low
expectations, and an insufficient focus on applying replicable research
on proven methods of teaching and learning for children with
disabilities.
CONGRESSIONAL FINDINGS
• “Almost 30 years of research and experience has
demonstrated that the education of children with disabilities
can be made more effective by—
– having high expectations for such children and ensuring
their access to the general education curriculum in the
regular classroom, to the maximum extent possible, in
order to—
• (i) meet developmental goals and, to the maximum extent
possible, the challenging expectations that have been established
for all children; and
• (ii) be prepared to lead productive and independent adult lives, to
the maximum extent possible; “
IDEA Congressional Findings
(5) Almost 30 years of research and
experience has demonstrated that the
education of children with disabilities can be
made effective by…
– (A) having high expectations for such
children and ensuring their access to the
general education curriculum in the
regular classroom, to the maximum
extent possible, in order to…
IDEA Congressional Findings
(B) Strengthening the role and
responsibility of parents and ensuring
that families of such children have
meaningful opportunities to participate in
the education of their children at school
and at home.
IDEA Congressional Findings
(C) FINDINGS—Congress finds the
following:
– (1) Disability is a natural part of the human
experience and in no way diminishes the
right of individuals to participate in or
contribute to society. Improving
educational results for children with
disabilities is an essential element of our
national policy of ensuring equality of
opportunity, full participation, independent
living, and economic self-sufficiency for
individuals with disabilities.
IDEA Congressional Findings
(c) 1. coordinating this title with other local
educational service agency, State and
Federal school improvement efforts,
including improvement efforts under the
Elementary and Secondary Education Act of
1965, in order to ensure that such children
benefit from such efforts and that special
education can become a service for such
children rather than a place where such
children are sent.
IDEA ‘04
• Access to general education curriculum
• Regular education classroom
• Maximum extent possible
Tuesday, October 11, 2011 4:01 PM
From the article: Plan To Relax Special
Education Standards Worries
Advocates By Michelle Diament October
11, 2011; Disability Scoop
U.S. Secretary of Education Arne Duncan
told Congress in March that including most
special education students in testing was one
of the law’s (NCLB) benefits. “NCLB was
right to shine a bright light on achievement
gaps and set a clear expectation that all
students must learn to the same standards,”
he said. “This has led to great progress in
schools focusing more on the needs of
English learners and students with
disabilities and other at-risk students.”
http://www.disabilityscoop.com/2011/10/11/
plan-sped-worries/14209/
IDEA ‘04
• Special Education is not a place
• Support and services: what and
where
• One Curriculum
Kathie Snow
“You know, special education isn’t
a subject! It’s supposed to be a
method of helping a child become
successful in the same world as the
rest of us.”
Reference
Article in
Draft Form
that Explain
the
Educational
Strategies
and I.E.P.
Module
Special Education is not a Place
• Special Education is a
support
• Special Education is a
service
• Start with Student with
Disabilities in the General
Education Setting First
• There is one curriculum –
The General Education
Curriculum.
The Goal of Educational
Programming for Students with ASD
Same as for any other student  FAPE
and
• Independent Skills
• Socialization Skills
Preparation for Employment
and Independent Living
• FAPE - Special Education and
Related Services Which Leads to
Independence in Employment and
Independent Living
• Modifications Lead to Independence
• Individualization Leads to
Independence
• Success within General Education
Leads to Independence
How do we put it all
together?
Integrating academic, behavior,
social, and communication into the
general education plan
There is no easy answer.
Creating an integrated program
to support a student with ASD
requires a collaborative
approach that emphasizes
assessment driven intervention
and ongoing evaluation of
progress.
3 Things We Know For Sure
• ASD Is Here to Stay
• Programming for Students with ASD will
not be without Problems and Incidents
• The Educational Staff is Accountable for
the Educational Programming for Students
with ASD
Sensitivity
Awareness
Areas of Academic Concern for Students
with Autism Spectrum Disorder
•
•
•
•
•
Visual/Auditory Processing
Motivation/Manipulation
Oral Expression
Motor Problems
Language Problems
Visual Processing Problems
1. All participants please stand up.
2. All participants will look at the picture.
3. If the participant can determine what
is in the picture, please sit down.
4. If you can’t determine what is in the
picture please continue to stand.
5. What do you need from the START staff
to determine what is in the picture?
Visual Processing Problems
Discussion
• How Does It Feel Not Being Able To
Do Something Others Can Do?
• It’s Not Always a Motivational Issue
• Anxiety & Pressure May Lead to
Behavior
• Frustration Level of Students
• Modifications and Accommodations
Are You Motivated?
1.The facilitator will pick two staff
volunteers to participate
2.The Volunteers will come to the front of
the room
3.The Volunteers will follow the facilitators
direction to complete the activity
4.The Volunteers are not allowed to use
any modifications to complete the activity
Motivation Versus Ability Discussion
• Some Students Do Not Have the Ability to
Complete Specific Tasks Assigned In the
Classroom (Example-Copying from Board)
• With the support of your Team, You must
Differentiate Between Ability and Motivation
• Modifications Are Necessary For Students
with ASD to Successfully Participate in the
Curriculum
Which Curriculum Would You
Choose for Your Child?
The $10.00 Curriculum
or the
$1.00 Curriculum?
The $10.00 Curriculum
• General Education Curriculum
• Local Standards Based on State
Standards
• Adopted by the Board of Education
• Benchmarks
• Research Based
The $1.00 Curriculum
•
•
•
•
•
•
•
Special Education Curriculum
Parallel Curriculum
3 or More Grade Levels in One Program
Sp.Ed. Core Content Delivery
Limited Social Opportunities with Gen. Ed.
Distribution of Students
Gain Rate vs. Time Spent
Let’s go to the experts to talk about the
discrepancies between the general
education and special education curriculum
• 10 of the 15 persons that wrote this clip are
Harvard Graduates
• Shows the discrepancies between the general
education and special education curriculum
• Exposes the injustices in traditional special
education classrooms across the country
Does Self-Contained Special Education Deliver on It’s
Promises? A Critical Inquiry Into Research and Practice
Causton-Theoharis, J., Orsati, F.& Cosier, M.
Charlie, a sixth grader in this room, spent 45 minutes
each day being pulled in a children’s wagon with the
words “Autism Room” printed in large letters on it.
When the observer asked the teacher why Charlie
went for rides in the wagon, the teacher responded,
“He likes it and it is good for him. It calms him down.”
It is important to note that for each observation,
Charlie was never upset visibly before getting in the
wagon. Because Charlie was a physically large sixth
grade boy, it was hard for the paraprofessional to pull
him in the wagon.
Does Self-Contained Special Education Deliver on It’s
Promises? A Critical Inquiry Into Research and
Practice Causton-Theoharis, J., Orsati, F.& Cosier, M
During independent seatwork time, which lasted in
blocks up to 1 ½ hours during each observation,
Sean, a second grader, was expected to do many
worksheets.
Does Self-Contained Special Education Deliver on It’s
Promises? A Critical Inquiry Into Research and
Practice Causton-Theoharis, J., Orsati, F.& Cosier, M
The teacher explained to the researcher, “Sean is
learning to cut and paste.” Incorporated into nearly
every worksheet activity was a step to cut and paste
a picture or number to a corresponding set of items.
Sean demonstrated that he was able to cut and
paste immediately, thus this stream of worksheets
seemed to be leading toward acquiring no new skill
Excellent
Reference
Article
Auditory Sensitivity and
Filtering Problems
1. Number your
paper from 1-15
2. Take the test
Check your work:
1. Tomorrow
6. Salmon
11.Melody
2. Committee
7. Symptom 12.Mediocre
3. Absorb
8. Welfare
13.Miscellaneous
4. Nuisance
9. Account
14.Rural
5. Jealous
10.Mischief
15.Frustrating
Auditory Problems
Discussion
• How did the experience feel?
• How easy/difficult was the task?
• Students with ASD are not experiencing
their environment like typical students
• A spelling test is actually three tasks for
students with ASD (filtering, spelling,
writing)
• The need for some students to take periodic
breaks from overwhelming sensation
Oral Expression
Discussion
•
•
•
•
Dysnomia
Storage and Retrieval
Associative and Cognitive Tasks
Accommodations & Modifications
are Necessary
Math Problems/Motor Problems
• The staff will pass out a math sheet face down
• You will be instructed to raise your dominant
hand and sit on it
• When directed turn over the math sheet, put your
first and last name on it and begin solving
problems using your non-dominant hand
• You will be given 1 minute to complete the
worksheet
• Cash prizes will be awarded to the person who
accurately completes the most problems on the
sheet.
Math/Motor Problems Discussion
•
•
•
•
Motor planning problems
Organization of the worksheet
Frustration Levels
The combination of skills is
complex
Do You Need Sensitivity Awareness
in Your Building for Staff?
• Discussion
• How to develop a Sensitivity Awareness in
your building? What’s Available?
• What steps are needed to get the
Sensitivity Awareness presented in your
building?
IDEA ‘04
• IDEA ‘04
Strictly States that Special Education is
not a place. Special education is
services and supports.
•Students with disabilities must be
appropriately supported within the
general education setting prior to moving
the student to a special education
classroom
• It is defective in concept for this reason:
Because it is seen as “special” or “different,”
it inevitably results in identifying and
stigmatizing children and segregating them
from their peers without disabilities. It is
defective in structure because it is a separate
system. As a separate system, it can deliver
only second-class services and inferior status
to students.” - Kauffman, J.M., Bantz, J.,
McCullough, J. (2002). Separate and better:
A special public school class for students with
emotional and behavioral disorders.
Exceptionality, 10(3), 149-170
The Big Question
What is the difference
between an
accommodation and a
modification?
Academic Modifications and
Accommodations Continuum
Modifications
Modification? Accommodation?
Modifications and Accommodations
are not Stagnant……..
Accommodations
Appropriately Supported Accommodations vs. Modifications
• Accommodations are the supports and
services that help students validly
demonstrate student learning
• Modifications are individualized
changes made to the content and
performance expectations for students
Definition of an Accommodation
Accommodations are supports or
services provided to help a student
access the general education
curriculum and validly demonstrate
learning.
Academic Accommodations





Time
Level of support
Instructional grouping  Setting
 Adaptation of
Input
Reduce response effort environment
 Quantity of sections of
curriculum expectations
Time
• Adapt the time
allotted and
allowed for
learning, task
completion, or
testing
Level of Support
• Utilize class tutors
• Take advantage
of student groups
• Provide a peer as
support person
within the general
education setting
• Paraprofessional
Support
Instruction Grouping
• Allow the student with ASD to have
access to the students who
appropriately interpret the curriculum
expectations
• Allow the student with ASD to work
within groups who can accommodate
the students abilities
• Utilize the peer to peer support
system to generate the instruction
grouping
Input
• Adapt the way
instruction is
delivered
• Universal Design for
Learning
• Differentiated
Instruction
• Pre-Teaching
• Re-Teaching
Reduced Response Effort
• Example: Allow the
learner to dictate
answers to a scribe
and then copy
• Use a calculator
• Use a P-Touch/Word
Processor
Setting
Students with ASD can take tests and
complete assignments in alternative settings
which may include resource rooms, basic
classroom or autistic program settings.
Accommodations to the
Environment
• Preferential seating
• Sensory system needs
• Organization of desk and area
where the student with
ASD works
• Visual strategies imposed on classroom
environment
Quantity of Sections of Curriculum
Expectations - Examples
• Completing ½ of the addition and subtraction
problems in 2nd Grade
• Passing the unit tests without completing the
daily assignments
• Completing 2 to 3 questions from each
section of a Social Studies hand-out instead
of all 8 of the questions.
• Giving the G.E. Teachers the control to say
when a student has met objectives of a
lesson.
Examples of Accommodations
•
•
•
•
•
•
•
Extended Time for Test
Reading a Test to a Student
Pre-Teaching
Test Answers Scribed
Multiplication Charts
Calculator
Reduced Assignments based on
Student understanding of curriculum
Definition of a Modification
• Individualized changes made to the content
and performance expectations for students
• You have to make actual changes to the
materials passed out by the general
education teachers for a modification to
occur
Academic Modifications
• Quantity
• Output
• Alternate goals
Quantity
• Modify the number
of items that the
learner is expected
to learn or
complete
• This would include
entire sections of
the curriculum
• Example: Only
completing the
addition portion of
a math assignment
Output
• Modify how the
student can
respond to
instruction
• This may include:
 Making a short
answer question into
a multiple choice
 Yes/No Strategy
instead of an openended questions
 Visual Organization
Strategies
 Highlighting
Correct Response
within Context
`
Alternate Goals
• Adapt the goal
or outcome
expectations
while using the
same materials
Alternate Goals
Adapt the goal or outcome
expectations while using the
same materials
Alternate Goals - Modifications
Quiet in Class – David – 10th Grade
History
Sleeping – Milan – 5th Grade Class
Academic Modifications and
Accommodations Continuum
Modifications
Modification? Accommodation?
Modifications and Accommodations
are not Stagnant……..
Accommodations
Examples of Modifications
• Choice Strategy instead of Open-Ended
• Visual Organizational Strategies for Math
Equations
• Yes / No Strategies
• Highlighting to Reduce Matching Option
• Sentence Starters
• Allowing the student with ASD to interact
with the assignment/assessment not the
entire curriculum
Academic Modifications
Utilizing the General Education
Curriculum as a Medium of Exchange
Definition of Medium of Exchange
The medium of exchange is any
material, task, prop, interest area,
etc. that connects a student with
autism to a general education peer
or staff person
Medium of Exchange
Material (General Ed Curriculum)
Student with ASD
LINK Student
Examples of Medium of Exchange
• General Education Curriculum
• Encyclopedic Interests
• Computer Interests and Related
Technology
• WII
• Computer Games
• Jigsaw Puzzles www.jigzone.com
• UNO, Topple, Trouble, Jenga, Simon
• Top 40 Music
• T.V. Show Theme Songs
Academic Modifications
Chronologically Appropriate
Delivery - General Education Teacher
Output of Student With ASD
Individualized
Independence
Output of the Student with ASD
How will the student with
ASD give information back
to the general education
teacher?
Name__________________
Cell Structure Quiz
Match the term with the correct definition
_______Mitochondria
A. makes proteins
_______Vacuoles
B. gives some cells a rigid, square shape
_______Nucleus
C. contains digestive enzymes
_______Prokaryotic
D. packages and finalizes proteins
_______Cell Wall
E. command center of cell
_______Chloroplast
F. storage area in the cell
_______Ribosome
G. moves things around the cell
_______Golgi Body
H. cells that contain a nucleus
_______Lysosome
I. takes energy from the sun and turns it
into useable energy
_______Endoplasmic Reticulum
(E.R.)
J. breaks things down to supply energy to the
cell
_______Eukaryotic
K. network of proteins that support a cell
_______Cytoskeleton
L. cells that have a nucleus
_______Centrioles
M. protein tubes that aid in mitosis
Name__________________
Cell Structure Quiz
Match the term with the correct definition
_______Mitochondria
E. command center of cell
_______Vacuoles
F. storage area in the cell
_______Nucleus
L. cells that do not have a nucleus
_______Prokaryotic
J. breaks things down to supply energy to the
cell
_________________________________________________________________
_______Cell Wall
B. gives some cells a rigid, square shape
_______Chloroplast
D. packages and finalizes proteins
_______Ribosome
I. takes energy from the sun and turns it
into useable energy
_______Golgi Body
A. makes proteins
_________________________________________________________________
_______Lysosome
H. cells that contain a nucleus
_______Endoplasmic Reticulum
(E.R.)
C. contains digestive enzymes
_______Eukaryotic
K. network of proteins that support a cell
_______Cytoskeleton
G. moves things around the cell
_______Centrioles
M. protein tubes that aid in mitosis
Name__________________
Cell Structure Quiz
Match the term with the correct definition
_______Mitochondria
E. command center of cell
_______Vacuoles
F. storage area in the cell
_______Nucleus
L. cells that do not have a nucleus
_______Prokaryotic
J. breaks things down to supply energy to the
cell
_________________________________________________________________
_______Cell Wall
B. gives some cells a rigid, square shape
_______Chloroplast
D. packages and finalizes proteins
_______Ribosome
I. takes energy from the sun and turns it
into useable energy
_______Golgi Body
A. makes proteins
_________________________________________________________________
_______Lysosome
H. cells that contain a nucleus
_______Endoplasmic Reticulum
(E.R.)
C. contains digestive enzymes
_______Eukaryotic
K. network of proteins that support a cell
_______Cytoskeleton
G. moves things around the cell
_______Centrioles
M. protein tubes that aid in mitosis
Name__________________
Cell Structure Quiz
Match the term with the correct definition
YES
NO
Mitochondria breaks things down to supply energy to the cell
YES
NO
Vacuoles are storage areas in the cell
YES
NO
Nucleus is the command center of the cell
YES
NO
Prokaryotic are cells that do not have a nucleus
YES
NO
Cell Wall gives some cells a rigid, square shape
YES
NO
Chloroplast takes energy from the sun and turns it into useable
energy
YES
NO
Ribosome makes proteins
YES
NO
Golgi Body packages and finalizes proteins
YES
NO
Lysosome contains digestive enzymes
YES
NO
Endoplasmic Reticticulum (E.R.) moves things around the cell
YES
NO
Eukaryotic are cells that contain a nucleus
YES
NO
Cytoskeleton a network of proteins that support a cell
YES
NO
Centrioles are protein tubes that aid in mitosis
Modifications Must Be Individualized
• One modification does not fit all students
• Color-coding is not the only modification strategy
• Making each question a multiple choice is not the
only modification strategy
• Cutting out all essay questions is not the only
modification strategy
• Modification strategies will change for students with
ASD depending on content area
Modifications must be Individualized
The team supporting the student with
ASD must know how the student
learns to individualize modifications
Prescriptive Component of Teaching
A key aspect of individualization for
students with ASD involves approaches for
supporting high rates of engagement.
Engagement – The amount of time that
the student is attending to and actively
interacting in his or her social and
nonsocial environments, has been cited
as one of the best predictors of positive
student outcomes.
Iovannone, Dunlap, Huber, Kincaid (2003)
#1 Indicator of Student
Academic Success
TIME ON TASK
Time on Task is
Active Engagement
Same Concept
Time on Task Active
Engagement
Why Aren’t Students with ASD
Actively Engaged In the General
Education Curriculum
1. Students’ ASD interferes with their ability to
successfully engage with the assignments and
assessments within the general education
curriculum.
2. Output is not Differentiated.
3. Student’s Quit Trying
•
•
•
•
•
•
•
•
Students’ ASD interferes with their ability to
successfully engage in the assignments and
assessments within the general education
curriculum.
Lack of connection to school
Lack of engagement in the curriculum
Lack of reciprocity
Overwhelmed
Interference of competing variables
Directions are abstract
Lack of effective output
Not capable of doing the work
Modifications Must Create
Independence
Two Primary Goals for Students with ASD
• Independent Skills
• Socialization Skills
Modifications Must Create Independence
• Scribes do not create independence
• Remediation does not create independence
• 1:1 Adult Support does not create independence
• Students with ASD must be able to independently
interact with the modified materials
Learning
Opportunities:
Social and
Independent
Skills
Dead Poet’s Society
Cut the Clutter
Provides Opportunity for Interaction
with the Curriculum
Individualize Output Level of the Student
Comparison of other students on task behavior
Purpose of Academic Modifications
 Organize a disorganized student
 Recognition vs. Recall
 Allow interaction with same curriculum as peers
 Acquisition and Mastery rather than Frustration
 Evolving as Student Progresses
 Curriculum Interaction at Student Output Level
 Modifications allow the student to learn how to learn
abstract directions/information
Academic Modifications
• Start in Kindergarten - The Students Must be
Accustomed to Modifications because they will
occur throughout student’s entire academic
career
• Requires that the Special Education
Teacher/Team have an authentic understanding
of the general education curriculum
• Special Education Team has to have an authentic
understanding of the general education
classroom routines and procedures
Accommodation or
Modification?
A paraprofessional scribes
answers dictated by the student
Accommodation
Modification
Test questions are changed from
essay questions to Yes/No format
Accommodation
Modification
Answers are highlighted and
color-coded in a worksheet
Accommodation
Modification
Student uses an AlphaSmart
rather than pen and paper
Accommodation
Modification
Student is given additional time to
complete a test
Accommodation
Modification
General Ed. Students are required to
memorize all of the U.S. Presidents.
The student with ASD is required to
name the first and current President.
Accommodation
Modification
Student is given a calculator to
complete math assignments
Accommodation
Modification
Student uses P-touch for
fill-in-the-blanks worksheets
Accommodation
Modification
Student uses P-touch to copy
answers that are provided to him.
Accommodation
Modification
In social studies class, ASD student
has an alternate goal: staying on topic
during class discussion.
Accommodation
Modification
Student is allowed to complete the
test in the library
Accommodation
Modification
The student is grouped with peers
who can guide him through the
task
Accommodation
Modification
Student is required to type vocabulary
words on a keyboard rather than
define them.
Accommodation
Modification
What is the Difference
Between Recognition and
Recall?
Group Discussion
ASD and Learning
• Pairing and Making Associations
• Prior Associations – Right or Wrong
• Using prior wrong association – Creates another wrong
association
• Reliance on their Own Understanding of the
Environment
• Verbal Primary Mode of Teaching
• Motivation of the Student with ASD
• Preferred Activities/Verbal Fascinations/Ordering and
Re-Ordering/Transition/Sensory Preoccupations/Need
for Order/Visual Organization
Student with ASD
Output…
Can Derail Anytime Within the
Process of Learning
Making Associations –
Right or Wrong
Reliance on
their Own
Understanding
of the Instruction
or Environment
Motivation of the Student with
ASD
Motivation is Individualized for
Each Student with ASD and Not
Always Clear to the Adults
Around Them
Introduction of Two Key
Phrases
Least Dangerous Assumption
Presume Competence
Excellent
Reference
Article
5 Reasons Why the Least
Dangerous Assumption Should
Be… Presume Competence
Beyond Access: UNH Institute on
Disability/UCED
May 12, 2006
1. Human Intelligence is a multifaceted construct rather than a
uni-dimensional characteristic
Beyond Access: UNH Institute on
Disability/UCED
May 12, 2006
2. Most students with significant
disabilities have difficulty
communicating and assessments
of their “IQ” are seriously flawed
Beyond Access: UNH Institute on
Disability/UCED
May 12, 2006
3. Research shows that a growing
number of children and adults
labeled “retarded” show they are
more capable when they have a
means to communicate
Beyond Access: UNH Institute on
Disability/UCED
May 12, 2006
4. To presume “incompetence”
could result in harm to our
students if we are wrong.
Beyond Access: UNH Institute on
Disability/UCED
May 12, 2006
5. Even if we are wrong about
students’ capabilities to learn
general education curriculum
content, the consequences to the
student of that incorrect
presumption are not as dangerous
as the alternative
Beyond Access: UNH Institute on
Disability/UCED
May 12, 2006
Presume Competence
Group Discussion
How Many People Ever
Wondered Where the Student
with ASD Learned a
Certain Skill?
Just because their
output is not like
everyone else’s…
Does not mean the student with ASD
does not understand the information
Visual Structure
Math Worksheet
1
2
____
4
5
____
7
8
____
10
11
____
Delivery of Instruction
Differentiated Instruction will Address the
Delivery of Instruction
Pedagogy Issue
Re-write of NCLB
“At it’s Core….Differentiation is
simply high-quality, thoughtful
teaching that builds on our best
understanding of how students
learn and what teachers can do to
maximize each student’s
learning.”
The Common Sense of
Differentiation, 2005
Common Sense of Differentiation
• Thinking and applying learning
destinations
• Determining where are students in
relation to learning goals at varied points
• Using student progress to adapt
instructional plans to enhance learner
success
• Developing classroom routines to
maximize the capacity of each person in
the classroom
Differentiation
• Shaping teaching and learning
• Instruction planning – who we teach
and what we teach
• Flexible use of classroom elements
• Quality of curriculum and instruction
Differentiation Assumptions
• Students differ as learners
• Student differences affect learning
• Develop and maintain essential learning
goals
• Persistently assess
• Varied exceptionalities share common needs
• Benefit of powerful instructional techniques
• Classroom routines
• Assess – learning goals – routines – adapt
Differentiated Instruction
• Multiple options for taking in information
Content
• Multiple options for making sense of the
ideas Process
• Multiple options for expressing what they
know Product
Prescriptive Component to the
Integrated Model
• Determine the Student’s Deficit within the
General Education Curriculum
• Differentiate the Student’s Output Promoting
Student Engagement in the General Education
Curriculum
• Students Success using Differentiated Output
within the General Education Curriculum will
Increase Confidence
• Power of Learning
Process
Product – Know
Input
Making Sense
Content – Taking In
Instructional Unit
Output
Prescriptive Component to Student Active Engagement
Differentiated Instruction
• Multiple options for taking in information
Content/Input
• Multiple options for making sense of the ideas
Process
• Multiple options for expressing what they know
Product/Output
Differentiated Instruction
• Multiple options for taking in information Content/Input
• Multiple options for making sense of the ideas Process
• Multiple options for
expressing what they know
Product/Output
Product / Output – Multiple
options for expressing what
they know
How can students share the
information that they know?
Accommodations vs. Modifications
• Accommodations are the supports and
services that help students validly
demonstrate student learning
• Modifications are individualized
changes made to the content and
performance expectations for students
Academic Modifications and
Accommodations Continuum
Modifications
Modification? Accommodation?
Modifications and Accommodations
are not Stagnant……..
Accommodations
The Modification Word has
become Very Complicated in
Michigan
The Word Modification is Now
Directly Associated to….
Curriculum Modifications
Meaning…Entire
Curriculum is Modified
Modification
Entire
Curriculum
Modifications Can Include…
•
•
•
•
•
•
•
•
•
•
One Question/Problem on an Assignment
Multiple Questions/Problems - Assignment
One Assignment
One Question/Problem on an Assessment
Multiple Questions/Problems - Assessment
One Assessment
Multiple Assignments
Multiple Assessments
Projects
Entire Curriculum - Core Content Standards
To Keep Students, Families and
Districts Safe
Differentiated Output
Hierarchy
Differentiated Output Hierarchy
The Old Academic
Modification Hierarchy
Handouts
• 3rd Grade Differentiated Output Hierarchy
• 6th Grade Differentiated Output Hierarchy
• 11th Grade Differentiated Output Hierarchy
Differentiated Output Hierarcy
Differentiated Output Hierarchy
•
•
•
•
•
Open Ended Questions
Visual Organization Strategies
Closed Strategies
Choice Strategies
Yes / No Strategies
Visual Strategies
• Show student how many words or sentences are
required to answer a question or complete a
paragraph
• Directions listed instead of paragraph form
• Color coding important information
• Utilizing Symbols to connect information needed
to solve the problem or answer the question
• Highlighting Important Passages
• Expand Writing Output Area with Bold Pen
• Highlighting Process + - x, etc
Closed Strategies
•
•
•
•
•
•
•
•
•
Fill in the Blank
Word Bank
Page of number of reference
Highlighter Tape
Symbols – Box/box….triangle/triangle
Context Clues
Formula
Highlighting formula + - x, etc
Give formula with symbols
Choice Strategies
•
•
•
•
•
•
•
Color coding a word bank - two choices
Color matching for multiple choice
Pick between two instead of four
Blocking out choices
Pictures of the two choices
Combination of other hierarchy strategies
2 choices in sentence format
Yes/No Strategies
• Change the format of the question into
Yes/No
• Overlay other hierarchy strategies
6th Grade Curriculum
Academic Modification Hierarchy
Open Ended: Math
Hector recorded the scores for 2 of his
Marco Polo games. He scored 15,988 points
on the first game and 13, 539 points on the
second game. How many more points did
Hector score in the first game than in the
second?
Visual Organization: Math
Hector recorded the scores for 2 of his Marco
Polo games. He scored 15,988 points on the first
game and 13,539 points on the second game.
How many more points did Hector score in
the first game than in the second?
Subtract score two from score one
Visual Organization: Math
Hector recorded the scores for 2 of his
Marco Polo games. He scored 15,988
points on the first game and 13,539
points on the second game. How many
more points did Hector score in the
game than in the first - second
Closed Strategy: Math
Hector recorded the scores for 2 of his
15,988
Marco Polo games. He scored
points on the first game and
13,539
points on the second game. How many
more points did Hector score in the first
game than in the second?
___
= ________
Closed Strategy: Math
Hector recorded the scores for 2 of his
Marco Polo games. He scored
15,988
13,539
points on the first game and
points on the second game. How many
more points did Hector score in the first
game than in the second?
___
= ________
Closed Strategy: Math
15,968
-13,539
Choice Strategy: Math
Hector scored how many more points in the
first game than in the second game?
Circle the correct answer
15,968
-13,539
2,429
1,267
Yes/No Strategy
15,986
- 13,539
2,429
YES
NO
Open Ended: Social Studies
What are the principles stated in the
preamble to the U.S. Constitution?
Visual Organization: Social Studies
What are the six principles stated in the
preamble to the U.S. Constitution?
Visual Organization: Social Studies
We the people of the United States, to form
a more perfect union, establish justice,
ensure domestic tranquility, provide for the
common defense, promote the general
welfare, and secure the blessings of liberty
to ourselves and our posterity, do ordain and
establish this Constitution for the United
States of America.
Visual Organization: Social Studies
We the people of the United States, in
order 1) to form a more perfect union, 2)
establish justice, 3) ensure domestic
tranquility, 4) provide for the common
defense, 5) promote the general welfare,
and 6) secure the blessings of liberty to
ourselves and our posterity, do ordain and
establish this Constitution for the United
States of America..
Closed Strategy: Social Studies
Please pick 6 of the 8 Statements
a.
b.
c.
d.
e.
f.
g.
h.
to form a more perfect union
establish justice
ensure domestic tranquility
guarantee the peoples’ rights
provide for the common defense
promote the general welfare
secure the blessings of liberty
have freedom of speech
Choice Strategy: Social Studies
a.
b.
c.
d.
establish justice
ensure domestic tranquility
provide for the common defense
promote the general welfare
Please circle three principles stated in the
preamble to the U.S. Constitution?
Yes/No Strategy: Social Studies
Are there six principles stated in the
preamble to the United States
Constitution?
YES
NO
Yes/No Strategy: Social Studies
Are there principles stated in the
Preamble to the United States
Constitution?
Yes
No
Open Ended: Language Arts
I love bats. They are such wonderful animals. There are
many different kinds of bats. One kind of bat is the fruit
bat. Fruit bats have cute faces. They sleep in trees. Most
bats are nocturnal. That means they sleep during the day.
They hunt for insects at night. Farmers like bats. Bats eat
thousands of insects every night. That means that there
aren’t as many insects to destroy crops.
Explain what this story was about in your own
words.
Visual Organization: Language Arts
There are many different kinds of bats. Bats sleep
in the day and hunt for insects at night. Bats help
farmers by eating the insects that destroy crops.
What do bat do at night?
Why do farmers like bats?
Closed Strategies: Language Arts
Bats sleep in the day and hunt for insects at
_________. Bats help farmers by eating
__________ that destroy crops.
night
insects
day
leaves
Choice Strategies: Language Arts
Bats sleep in the day and hunt for insects at
night. Bats help farmers by eating the
insects that destroy crops.
What do bats do at night?
Hunt insects
Sleep
Eat crops
Yes/No Strategy - Language Arts
1.Bats sleep at night.
Yes
No
2. Bats help farmers by eating insects.
Yes
No
Open Ended - Science
Name the different stages of the Water Cycle.
Visual Organization: Science
Name the four different stages of the
Water Cycle.
1) _______________
2) _______________
3) _______________
4) _______________
Visual Organization - Science
Name the four (4) different stages of the Water Cycle.
Water moves in a continuous cycle among Earth’s land and seas, the
air,and living things. This constant movement of water is called the water
cycle. The Sun is the main engine driving the water cycle.
Have you ever watched a puddle disappear after the Sun come out?
Where does the water go? Some of it seeps into the ground. Much
returns to the air as water vapor. The process by which liquid water
changes to water vapor is evaporation.
Much of the water that evaporates from Earth’s surface come from the
ocean. When water vapor reaches the cool air above Earth, it changes
Back into a liquid. The process by which water vapor is changed to liquid
water is called condensation. After water has condensed in the clouds, it
falls back to Earth in the form of precipitation.
Plants also cycle water through ecosystems. Precipitation that seeps
Into soil may be taken in by plants through their roots. When the plants
break down the sugars through cell respiration, water is formed as a
waste product. Water is released through leaves in a process called
transpiration.
Visual Organization: Science
Name the four (4) cycles of the Water Cycle
Water moves in a continuous cycle among Earth’s land and seas, the air, and living
things. This constant movement of water is called the water cycle. The Sun is the
main engine driving the water cycle.
Have you ever watched a puddle disappear after the Sun come out? Where does
the water go? Some of it seeps into the ground. Much returns to the air as water
vapor. The process by which liquid water changes to water vapor is evaporation.
Much of the water that evaporates from Earth’s surface come from the ocean.
When water vapor reaches the cool air above Earth, it changes back into a liquid.
The process by which water vapor is changed to liquid water is called
condensation. After water has condensed in the clouds, it falls back to Earth in the
form of precipitation.
Plants also cycle water through ecosystems. Precipitation that seeps into soil may
be taken in by plants through their roots. When the plants break down the sugars
through cell respiration, water is formed as a waste product. Water is released
through leaves in a process called transpiration.
Closed Strategies: Science
Name the four (4) stages of the Water Cycle.
Word Bank
Evaporation
Oxygenation
Transpiration
Compassion
Precipitation
Transportation
Condensation
Hydrogenation
Manifestation
1) _______________
2) _______________
3) _______________
4) _______________
Closed Strategy - Science
Name the four (4) stages of the Water Cycle.
The process by which liquid water changes to water vapor is
________________.
The process by which water vapor changes to liquid water is
called _______________.
The process by which water is released through leaves is called
_________________.
The process by which water returns to the earth is called
__________________.
Choice Strategy: Science
Name the four (4) stages of the Water Cycle.
The process by which liquid water changes to water vapor
is compassion / evaporation.
The process by which water vapor changes to liquid water
is called oxygenation / condensation.
The process by which water is released through leaves is
called transpiration / transportation.
The process by which water returns to the earth is called
hydrogenation / precipitation.
Yes / No Strategy: Science
Name the four (4) stages of the Water Cycle.
The process by which liquid water changes to water vapor is
evaporation. Yes or No
The process by which water vapor changes to liquid water is called
oxygenation. Yes or No
The process by which water is released through leaves is called
transportation. Yes or No
The process by which water returns to the earth is called
precipitation. Yes or No
Yes / No Strategy: Science
There are four (4) stages of the Water Cycle.
YES
NO
Academic Modifications
Solving the Dilemma
Level Ability
Strategy
Technology
Non-Verbal
Choice Strategies
Yes/No Strategies
Communication
Board
P-Touch
Limited
Verbal
Closed Strategies
Choice Strategies
P-Touch
Dymo
Verbal
Visual Organization
Strategies
Closed Strategies
Word Processor
P-Touch
Pencil/Pen
Remember Anything Can Be
Modified
Anything Can Be Modified…
Closed Strategy
Anything Can Be Modified…
h_ _ _ _.
WORD BANK:
Pink
Purple
Orange
Yellow
Green
Beige
Anything Can Be Modified…
Choice Strategy
A) 94, of course!
B) Purple because aliens don’t
wear hats.
C) No solution.
Anything Can Be Modified…
Yes/No Strategy
Is the correct answer…
Yes
No
What Kind of Modification would the
Student with ASD that you are
currently working with need?
You Have To Know How Your Target
Student Learns
• “Positive outcomes are reported for children with disabilities
and typically developing children in inclusive settings. Other
reviews of the literature have concluded that on standardized
developmental measures, children with disabilities perform as
well in inclusive settings as in traditional special education
settings. In addition, some individual studies suggest better
performance in inclusive settings. When using observational
measures, researchers have found that the behavior of
children with disabilities appears to be positively affected
by participation in activities and classrooms with typically
developing children. In addition, participating in inclusive
settings appears to positively affect the attitudes that
typically developing children have toward children with
disabilities, as well as increase their knowledge of certain
types of disability conditions.” – page 20; Odom, S.L. (2000).
Preschool inclusion: What we know and where to go from here.
TECSE, (20)1, 20-27
Academic Modifications and
Accommodations Continuum
Modifications
Modification? Accommodation?
Modifications and Accommodations
are not Stagnant……..
Accommodations
Academic Programming
• General Education
Curriculum
• Individualized Academic
Modifications
• Output of the Student
with ASD
• Level of Special
Education Support
Developing an Academic Plan
1. Independent Pre-Academic or
Academic Skills
2. Student’s Output Method
3. Connect Students Abilities to
the Demands of the General
Education Curriculum
4. Academic Modification
Hierarchy
5. Grading Matrix Assigns Value
of the Student’s Output within
the General Education
Curriculum Academic Demands
Developing an Academic
Modification Plan
Created by:
Denise Gomrick, M.S., CCC
Speech-Language Service Provider
Northville Public Schools
Developing an
Academic Modification
Plan
Student Abilities
Output Method
Technology
Academic Match/Modifications
Support Staff
Bridging the Gap
Evaluating Student Abilities
Determining Student Output Mode
Choosing Technology
Matching General Education Demands
Utilizing Support Staff
Look at Student Abilities NOT Disabilities
What Can ______ Do Independently?
1.Can he/she match colors, numbers, shapes?
A prerequisite skill for copying
2. Can he/she point independently?
A prerequisite skill for typing
3. Can he/she sort, categorize, or
sequence?
A prerequisite skill for ordering and
sequencing letters and numbers.
4. Can he/she complete 1:1correspondence tasks?
1
2
3
4
A Prerequisite Skill for Copying and Typing
Can the student make an accurate choice
response?
Ball
or
Indoor Recess
Book
or
Outdoor Recess
Can the student make an accurate
yes/no response?
Do you bring your homework folder?
YES
NO
Do you have your Student I.D.?
YES
NO
Independent Pre-Academic or Academic Skill
Development. What can the student do?
1. Matching Colors, Numbers, Shapes
2.
3.
4.
5.
Independent Pointing Response
Sorting, Categorizing, Sequencing
1:1 Correspondence
Copying words, letters, numbers
with a pencil or typing
6. Accurate Yes/No or Choice Response
Pre-Academic Skill Development
Not a Developmental Progression of Skills
Reverse Mainstream
Curriculum
Skill Development Purpose
for General Education
Pointing Response
Typing Skills
Sorting Color, Number, Shapes
Order and Sequencing
Matching Color, Number, Shapes
Copying Skills
Copying Letters, Numbers, Words
Independent Typing Skills
Categorizing & Sequencing
Letter Order & Word Order
1:1 Correspondence
Copying Skills
What will he/she do to demonstrate his/her
responses to the General Education Teacher?
1.
2.
3.
4.
5.
6.
Write with a pencil or pen on paper?
Write with a marker on a white board?
Dymo/P-Touch
Keyboard (letter touch isolation)
Word Processor
Point between 2 choices
What is the student’s OUTPUT METHOD?
What is the student’s ABILITY?
Output Method Development
1. Write with a pencil or pen on paper
2. Write with a marker on white board
3. Dymo/P-Touch
4. Keyboard Skills
5. Word Processor
6. Pointing Response between two
choices
Matching Student Skills to Output Method
and Technology
Student
Skill
Output
Method
Ability to Use
Pencil or Pen
Pencil/Pen Paper
Responses
None
Pointing Response
Letter Matching
Typing Responses
P-Touch
Dymo
Pointing Response
Color Matching Skill
Typing Responses
using Color Coding
Color Coded
P-Touch/Dymo
Limited Pointing
Response
Hand over Hand
Support
Oversized Keyboard
Technology
Letter Isolation
Student’s Output Method - Hand-Out 2.6
Participants will collaborate as a team to
determine student’s Pre-Academic Skill
Development and Output Method
Let’s Try It Together!
Student’s Output Method
Students’ Academic or PreAcademic Skill Development
Output Method
Matching Student Skills
to General Education Demands
General Ed.
Demand
Student
Skill
Match
4 Stages of H20 Cycle
Choice Strategy
Copying Letters
Students pick between
two choices and copies
letters on Dymo
Romeo and
Juliet Project
Pointing /
Matching
Student selects pictures
from magazine and
describes why the person
should play the character
Calculator Use
Copying Skills
Student uses calculator
to complete math
application embedded
in the modified algebraic
equations
Algebra
Matching Student Skills
to General Education Demands
General Ed.
Demand
3 Digit
Multiplication
20 Word Spelling
Test
Journal Writing
Student
Skill
Match
Pointing Response
Number Matching
Calculator
Copying Numbers
Letter Matching
Copying Letters
Sequencing
Copying Words
Choice Making
Sequencing
Consonant Deletion
Letter Sequencing
e_ep_an_
Starter Sentences
Copying Letters
Word Choices
Student’s
Skills
Pointing Response
Type with letter
isolation strategy
Letter Identification
Word Matching
Number Matching
Color and Shape
Matching
1:1 Correspondence
Will wear headphones
Turns pages in book
with audio beep
Strong peer group
Participates with peers
in small group settings
Will follow directions
from a peer
Interacts
independently with a
color coded schedule
High Interest in
Sponge Bob
General Education
Demand
Automatically recognize
frequently encountered words in
print whether encountered in
connected text or in isolation
with the number of words that
can be read fluently increasing
steadily across the school year
Use thematic maps to identify
and describe the physical and
human characteristics of
Michigan.
Use a variety of visual materials
and data sources to describe
ways in which Michigan can be
divided into regions.
Retell in sequence the story
elements of grade-level narrative
text and major idea(s) and
relevant details of grade-level
informational text.
Find solutions to open sentences,
such as 7 x ■ = 42 or 12 ÷ ■ =
4, using the
inverse relationship between
multiplication and division.
Understand relationships
between sizes of standard units,
e.g., feet and inches,
meters and centimeters.
Manipulate simple tools that aid
observation and data collection
for example: hand lens, balance,
ruler, meter stick, measuring cup,
thermometer, spring scale, stop
watch/timer.
Demonstrate how the change in
motion of an object is related to
the strength of the force acting
upon the object and to the mass
of the object.
Student’s modification strategies
will demonstrate support and
respect
Modification
Strategy
Technology
Resources
Recall the correctly spelled
word between two choices.
The word spelled incorrectly
and correctly in text or
isolation Spelling test given
with choice between
correct/incorrect
Color matching to identify the
physical characteristics of
Michigan. Shape matching to
identify the human
characteristics
Color matching the visuals
and data sources to describe
the way Michigan can be
divided into regions
Sequence of Sponge Bob
stickers correlated to the
sequence of the story
elements. Highlighter to
identify major idea and
relevant details of text
Shape matching to find
solutions to open sentences.
Color matching to show
inverse relationship between
multiplication and division
Color matching to show
relationship between sizes of
standard units
Worksheets
modified with
correct/incorrect
spelling of
frequently
encountered words
Color code the hand lens,
balance ruler, meter stick,
measuring cup, thermometer,
spring scale, stop watch/timer
at the desired amount.
Electrical Tape
Highlighter Tape
Participate in experiments
Color matching to
demonstrate the strength of
the force Shape matching to
demonstrate mass
Modification strategies used
throughout 3rd Grade
Curriculum
Markers
Highlighter Tape
Highlighters
Label Maker –
physical and human
characteristics
printed
Label Maker
Highlighter Tape
Label Maker
Sponge Bob
Stickers
Calculator
Label Maker
Markers
Highlighters
Label Maker
Demonstrate the
ability to support
and respect people
with differences
Matching the Student Skill Level to
the General Education Demands
Student Skill Level
General Education
Demand
Modification
Strategy
Technology and
Resources
How can we make it work in the
Least Restrictive Environment
A.K.A. The General Education Classroom?
The Special Education Support Staff must:
1. Spend time in the
General Education
Classroom to learn
class routines and
expectations.
The Special Education Support
Staff must:
2. Develop his/her consultation skills with
the General Education Teacher.
All staff must understand:
3. How to identify the student with ASD’s
Pre-Academic and Academic Skills------
ABILITIES
All Staff must understand:
4. How to match a student’s abilities with
technology that will provide the best student
mode of output.
TOGETHER
The General Education Teachers and
The Special Education Support Staff must:
5. Work Collaboratively
to match the student’s Abilities to the demands
of the General Education Curriculum
Academic Modifications and
Accommodations Continuum
Modifications
Modification? Accommodation?
Modifications and Accommodations
are not Stagnant……..
Accommodations
The results:
An Academic Modification Plan
Student Abilities
Student Output Mode
Technology
Matching Curriculum Demands
Support Staff
Bridging the gap between the General
Education Classroom/Curriculum
and Student’s with ASD
Connecting Pre-Academic/Academic Skills to
the General Education Demands
1. Understand General Education and Curriculum
2.
3.
4.
5.
Demands
Student’s Pre-Academic and Academic Skills
Match Curriculum Demands to the Student’s
Pre-Academic and Academic Skill Development
Supports for students with ASD in General
Education settings must have knowledge
Consultation Skills Must be Developed in
Teachers
Academic Modifications to the
General Education Content
• Academic Modification Hierarchy
• Box of Materials
• Knowing where the student is
academically and how to match to the
general education curriculum demand
• Individualize the Academic Modifications
• Subject areas – Different levels of
Modifications
“Teachers can either be the
greatest launching pad or they can
be the greatest barrier to a child’s
future”
Keith Jones
Disability Rights Advocate
SoulTouchin’ Experiences
Grading
• Accommodations – • Modifications –
Do not affect the
Typically lead to a
students grade
modified grade
• Grades can be
modified for students
with special needs
as long as general
education students
grades are modified
Purpose of Grading
“To establish a grading system that
students, parents, and teachers find
acceptable and helpful, school leaders
must first realize that people have
different ideas about the purpose of
grades.” (Munk, D and Bursuck, W.
Grading Students with Disabilities,
Educational Leadership, October, 2003).
Purpose of Grading
• “Despite decades of research and advice,
grading remains a controversial topic for
educators.” (Munk, D and Bursuck, W. Grading Students with Disabilities,
Educational Leadership, October, 2003).
• “Our perceptions of grading practices are
influenced largely by our own experiences with
grades, and as might be expected, our general
level of satisfaction with the grading system in
our local schools is higher if our own children
have received high grades and is likely to be
lower if our child has received lower grades.”
(Bursuck, Munk and Olson, 1999)
Purpose of Grading
The purpose of grades may be thought of
as what the grading system is designed
to measure and report, or what the grade
“means” to a student, parent, teacher,
counselor, or employer. Establishing
what purpose(s) a grade will serve and
implementing a grading system that is
perceived to meet that purpose can lead
to increased student, parent and teacher
satisfaction. (Munk & Bursuck, 2004)
The Purpose of Grading
The purpose of grading adaptations is
not to make it easier for students to get
higher grades, but to produce accurate,
meaningful, and fair grades.
(Munk, D and Bursuck, W. Grading Students with Disabilities, Educational
Leadership, October, 2003).
Rationale for Providing Grading
Adaptations to Students with Disabilities
Grading systems used in the general
education classes are usually illequipped for individualization to meet
the needs of a particular student, and
research has documented that special
education students in general education
classes are at risk of receiving low or
failing grades (Donohoe and Zigmond, 1990).
Rationale for Providing Grading
Adaptations to Students with Disabilities
Effective grading adaptations help schools
implement those provisions of the
Individuals with Disabilities Education Act
and No Child Left Behind Act that call for
maximum access to the regular curriculum
for students with disabilities.
(Munk, D and Bursuck, W. Grading Students with Disabilities, Educational Leadership, October,
2003).
Rationale for Providing Grading
Adaptations to Students with Disabilities
General and special
educators often fail to
collaborate effectively to
coordinate the general
grading system with
accommodations and
modifications required
under a student’s
Individualized Education
Program (IEP).
(Munk, D and Bursuck, W. Grading Students
with Disabilities, Educational Leadership,
October, 2003).
Implementing Individualized
Grading Systems
Students with ASD are Identified because
of Lack of Reciprocity
Grading systems may be designed to measure
and/or communicate:
•
•
•
•
•
•
•
•
How much effort was put forth when completing
assignments
How much progress has been made on the general
curriculum
How independently the work was completed
How much improvement was made since the last
marking period
How performance compares to that of other students
How much progress was made on individual IEP goals
How well the student worked with classmates
What classes the student should take in the future
Assigning Student Grades
Researchers have identified
several ways that grading
adaptations can be used
both on classroom
assignments and report
cards. Grading adaptations
involve basing all or part of
the student’s grades on the
following (Slides):
(Silva, M, Munk, D. and Bursuck, W. Grading
Adaptations for Students with Disabilities; Education
News, November 2005)
Progress on IEP Objectives (Cohen, 1983;
Frierson, 1975; Munk, 2003, Munk, Bursuck &
Silva, 2004).
Potential Benefits
Issues and Concerns
How and when I.E.P objectives can
be addressed in the general
education classroom
Communicates importance of
objectives and how supports can be
provided
Student’s grade reported on
progress of skills as identified as
most important by I.E.P. team
Eliminates redundancy of reporting
grades separate of progress on I.E.P.
objectives
Selecting learning objectives that will
maximize performance in the general
education curriculum
Remedial skill deficit objectives may
not reflect student’s performance in
the general education curriculum
Proportion of the grade determined
by progress on learning objectives
In absence of research, proportion
should be determined by
collaborative team.
Improvement Over Past Performances (Bradley &
Calvin, 1998; Frierson, 1975; Lieberman, 1982;
Munk, Bursuck, &Silva, 2004; Slavin, 2004)
Potential Benefits
Issues and Concerns
Motivates the student to try
harder
Student becoming dependent
on special contingencies
Provide incentive for a
student to use supports that
are available and attempt
more work
Offering an incentive when
the student does not possess
the skills to improve
(Using motivation for a
deficit area)
Based on motivation of the
student
Allows teachers to gradually
increase expectations for
low-achieving students
Performance on Prioritized Content and Assignments (Drucker &
Hansen, 1982; Guskey & Bailey, 2001; Munk, Bursuck, and
Silva, 2004; Zobroski, 1981)
Use of Process and Effort to Complete Work (Carpenter, 1985;
Frierson, 1975; Gersten, Vaughn, & Brengelman, 1996; Guskey &
Bailey, 2001; Hendrickson & Gable, 1997; Horowitz, 1982; Lindsey,
Burns & Guthrie, 1984; Munk, 2003; Munk & Bursuck, 2001; Munk,
Bursuck, & Silva, 2004)
Modified Weights and Scales (Drucker & Hansen,
1982; Munk, 2003; Munk & Bursuck, 2001;
Munk, Bursuck, & Silva, 2004)
Introducing…
The Grading Matrix
Name: Drew Caseload Teacher : Mrs. Smith General Education Teacher: Mr. Mellon Grade: 3rd
Pass-Fail (PF)
Subject
Accommodations
Modifications
(e.g., small groups, extended time,
(e.g., reduced content, choice format,
or Letter (L)
alternative site, etc.)
etc.)
Grade
Language Arts
Marking
P-Touch
Open ended
Spelling
Period
L Paraprofessional Support Visual organization
Highest reading group for Closed questions
Reading Group
participation only
Semester
Choice format
X
PF
Yes/No
D.O.L
Reduced Content
X
Math
Marking
Period
Semester
Social Studies
Marking
Period
Semester
Science
Marking
Period
Semester
Parent Signature(s)
P-Touch
L Calculator
Select Peer Grouping for
all group activities.
PF (Thomas and Melissa)
P-Touch
Cross age support (John
from middle school)
Computer use to
PF complete assignments
L
P-Touch
L Paraprofessional Support
Select Peer Grouping for
all group activities (Greg
PF and Emily)
Open ended
Visual organization
Closed questions
Choice format
Yes/No
Reduced Content
Open ended
Visual organization
Closed questions
Choice format
Yes/No
Reduced Content
Open ended
Visual organization
Closed questions
Choice format
Yes/No
Reduced Content
X
Year: 2004/2005
Other Criteria to
Determine Grade
(e.g., attendance, participation, etc.)
Spelling – Consonant
Deletion for Spelling Test
D.O.L – Capitilize First
Word and Period at the End
of the Sentence
Drew will use a calculator
for all math assignments
Drew will have each
assignment color-coded
X
X
All long term projects will be
completed through the use
of pictures and/or web site
Drew will be expected to
look up information on
computer
X
X
All projects will be
completed through the use
of pictures or web site.
Drew will be expected to
look up information on the
computer
X
_______________________
______________________
Student Signature _____________________
General Ed Teacher(s) ______________________
______________________
____________________________________
_____________________________
Caseload Teacher ________________________
Accommodation/Modification
MIDDLE SCHOOL
Hour/Activity
Language arts
Social studies
Math
Science
Accommodation
Modification
*Reduced amount of required output
*Note cards for oral presentations
*Reduced content for spelling
*Book club-give her a specific job
during group work;
Open-Ended
Visual Strategies
Closed Strategies
Choice Strategies
Yes/No Strategies
*Group work with a defined job
Open-Ended
Visual Strategies
Closed Strategies
Choice Strategies
Yes/No Strategies
*Reduced amount of required output
*Use of calculator
*Peer grouping during experiments
*Informational text reading highlighting of important points
*Quadrant work for vocabulary
Term
Picture
Defining
Respond
Open-Ended
Visual Strategies
Closed Strategies
Choice Strategies
Yes/No Strategies
Open-Ended
Visual Strategies
Closed Strategies
Choice Strategies
Yes/No Strategies
Open-Ended
Visual Strategies
Closed Strategies
Choice Strategies
Yes/No Strategies
Other
X
X
X
X
X
X
X
Caroline enjoys fantasy. She will be
Exposed to at least 3 of the 6 required
genres
Spelling will be modified by eliminating the
Paragraph spelling format and requiring a
spelling list format
Research project: C. will be given a choice
of how to present her finished product (ie
ppt, poster, etc). All small projects will
be centered around completing the final
project.
Avoid color coding
During discussions, C. will be required to
Make one “on topic” answer (when the
question is posed by the teacher in either
choice or closed strategy form)
Name: Matt Caseload Teacher : Jones General Education Teacher(s): Smith, Regie, Tye, Scott Grade: 10th Year: 2009/2010
Pass-Fail (PF)
Subject
Accommodations
Modifications
Other Criteria to
(e.g.,
small
groups,
extended
time,
(e.g.,
reduced
content,
choice
format,
or Letter (L)
Determine Grade
alternative site, etc.)
etc.)
(e.g., attendance, participation, etc.)
Grade
English/Language Arts 10 Marking
P-Touch – Closed
Open ended
Vocab. – Definition with a
Period
L Paraprofessional Support Visual organization
Word Bank – 7/ 20 Words
for Modifications directed Closed questions
X Novel Exams – Choice
by
ELA
Teacher
Semester
Choice format
X Essay Questions – Delete
DVD of all books read in
PF Internet used for projects Yes/No
Reduced Content
X class at home.
Chemistry
History 10
Geometry
Parent Signature(s)
Marking
Period
P-Touch
L Calculator
Select Peer Grouping for
all lab activities. (Group 2
Semester
PF Jon and Karen or Group 4
Kelly and Greg)
Open ended
Visual organization
Closed questions
Choice format
Yes/No
Reduced Content
P-Touch – Choice
L
Computer used to
complete assignments
Group discussion/Matt’s
Semester
PF interest areas highlighted
Open ended
Visual organization
Closed questions
Choice format
Yes/No
Reduced Content
Marking
Period
Marking
Period
P-Touch
L Paraprofessional Support
Select Peer Grouping for
all group activities (Mark
Semester
PF and Brian)
Open ended
Visual organization
Closed questions
Choice format
Yes/No
Reduced Content
X
X
X
X
Matt will use calculator for
all formulas
Each Lab assignment colorcoded with visuals
Choice format for all
assessments
Long term projects will be
completed through internet
Extreme interest in History
Highlighter tape will be used
to show the answer in book
X
X
X
X
Theorems will be presented
in yes/no format
Matt will use computer to
determine comprehension
All worksheets will be in
choice format
_______________________
______________________
Student Signature _____________________
General Ed Teacher(s) ______________________
______________________
____________________________________
_____________________________
Caseload Teacher ________________________
Accommodation/Modification
Elementary
Hour/Activity
Accommodation
Modification
Open-Ended
Visual Strategies
Closed Strategies
Choice Strategies
Yes/No Strategies
Open-Ended
Visual Strategies
Closed Strategies
Choice Strategies
Yes/No Strategies
Open-Ended
Visual Strategies
Closed Strategies
Choice Strategies
Yes/No Strategies
Open-Ended
Visual Strategies
Closed Strategies
Choice Strategies
Yes/No Strategies
Open-Ended
Visual Strategies
Closed Strategies
Choice Strategies
Yes/No Strategies
Other
Introducing…
The Adapted Report Card
Adapted Report Card
Name: _____________________________ Caseload Teacher: _____________________Grade: _______ Marking Period _______Year: ________
Hour
Class/Teacher
Pass-Fail (PF) or Letter
(L) Grade
Marking
Period
Accomodations (e.g., small
groups, extended time, alternative
site, etc.)
Semester
Marking
Period
Semester
Marking
Period
Semester
Marking
Period
Semester
Modifications (e.g., reduced content,
choice format, etc.)
Open ended
Visual organization
Closed questions
Choice format
Yes/No
Reduced Content
Checklist
(Elementary/ Middle School/ High School)
Work Habits
____/_____pts
Academics
____/_____pts
Communication
____/_____pts
Socialization
____/_____pts
Independence
____/_____pts
Building Norms
____/_____pts
Open ended
Visual organization
Closed questions
Choice format
Yes/No
Reduced Content
Work Habits
Academics
Communication
Socialization
Independence
Building Norms
____/_____pts
____/_____pts
____/_____pts
____/_____pts
____/_____pts
____/_____pts
Open ended
Visual organization
Closed questions
Choice format
Yes/No
Reduced Content
Work Habits
Academics
Communication
Socialization
Independence
Building Norms
____/_____pts
____/_____pts
____/_____pts
____/_____pts
____/_____pts
____/_____pts
Open ended
Visual organization
Closed questions
Choice format
Yes/No
Work Habits
Academics
Communication
Socialization
Independence
____/_____pts
____/_____pts
____/_____pts
____/_____pts
____/_____pts
Reduced Content
Building Norms
____/_____pts
Parent Signature(s) ____________________________
____________________________
General Ed Teacher(s) _________________________
________________________
Student Signature _______________________________________
_______________________
________________________
Caseload Teacher _________________________________________ * Changes may occur during the school year based on the recommendations of the teachers & parents
Introducing…
The Grading Contract
Matt’s Grading Contract
Participation in Group Activities: Matt participates in weekly small
Group activities. For each of these group activities he will earn 0
5 points for asking or responding to questions, finding pictures to
illustrate group answers, and/or completing other assigned tasks.
(5 points x 1 group activity per week x 12 weeks) = 60 points
Completion of Homework Assignments: Matt’s textbook will have
Highlighter tape indicating the answers. Matt will locate and type
the correct answers to homework questions for 2 weekly
homework assignments (5 points x 2 assignments per week x 12
weeks) = 120 points possible
Book Report: Matt’s teachers will outline 5 specific activities for
Matt to complete related to the book report project (including book
selection, internet research, and typed responses to specific
questions). (5 activities x 10 pointseach) = 50 points possible
Matt’s Grading Contract Con’t
Tests: Matt’s tests will be modified; he will take the test in the
Computer lab where he will be required to type his responses to two
open-ended questions. He will receive these questions in advance
and may use his book, as well as completed homework assignments
during tests. (2 tests - 20 points each) = 40 points possible
Grading Scale:
242-270 points = A
215-243 points = B
186-214 points = C
157-185 points = D
156 or below = F
Signatures:
Matt ___________________
Parents ___________________
Special Educator ____________
History Teacher ______________
Principal ___________________
(adapted from Munk & Bursuck, 2004)
Grading Contract…
Another Way to Present the
Grading Contract
Grading Contract
Student Name: ____Matt_________________
Graded Activity
Description
Point calculation
Matt participates in weekly small-group
activities. For each of these group
activities he will earn 0-5 points for asking
or responding to questions, finding pictures
to illustrate group answers, and/or
completing other assigned tasks.
Matt’s textbook will have highlighter tape
indicating the answers. Matt will locate
and type the correct answers to homework
questions for 2 weekly homework
assignments
Matt’s teachers will outline 5 specific
activities for Matt to complete related to
the book report project (including book
selection, internet research, and typed
responses to specific questions).
Matt’s tests will be modified; he will take
the tests in the computer lab where he will
be required to type his responses to two
open-ended questions. He will receive
these questions in advance and may use his
book, as well as completed homework
assignments during tests.
Participation in
group activities
Completion of
Homework
Assignments
Book Report
Tests
Grading Scale:
242-270 points
215-243 points
186-214 points
157-185 points
156 or below =
Class: _______________History__________
=
=
=
=
F
5 points x 1 group
activity per week x 12
weeks = 60 points
possible
Total
points
possible
60
5 points x 2 assignments
per week x 12 weeks =
120 points possible
120
5 activities x 10 points
each = 50 points
possible
50
2 tests * 20 points each
= 40 points possible
40
A
B
C
D
Signatures:
Student _____________________________
Principal ________________________
Parent _____________________________
Gen Ed Teacher __________________
Parent _____________________________
Special Educator__________________
(adapted from Munk & Bursuck (2004)
Develops a procedure for monitoring the
student’s achievement with the grading
plan (Report card, IEP objectives)
Data Collection Sheet
Clawson Schools
John’s Schedule
Subject
6th
Marketing
Period
1st Hour
7:45 – 8.44
LINK
Room 224
2nd Hour
8:49 – 9:48
Science
Room 115
Sensory
3rd hour
9:53 – 10.52
Fitness/
Health
Room 224
Lunch
10:57 – 11:22
Sensory
4th Hour
11:27 – 12:26
Technology
Room 224
Homework*
Yes/No
Date:______________________
Minutes
in G.E.
Class
Minutes
on Task
Comments
Data
Typing Program for 10
minutes
Request help when needed
Read aloud for 5 minutes
Participate in a nonpreferred leisure activity
with peer for 5 minutes
Ask a question to a peer
(conversational)
Respond to a question asked
by a peer
Y
N
N/A
Y
Y
Y
N
N
N
N/A
N/A
N/A
Y
N
N/A
Y
N
N/A
Request help when needed
Y
N
N/A
Read aloud for 5 minutes
Ask a question to a peer
(conversational)
Respond to a question
asked
By a peer
Y
Y
N
N
N/A
N/A
Y
N
N/A
Request help when needed
Y
N
N/A
Read aloud for 5 minutes
Y
N
N/A
Participate in a nonpreferred leisure activity
with peer for 5 minutes
Ask a question to a peer
(conversational)
Respond to a question
asked by a peer
Y
N
N/A
Y
N
N/A
Y
N
NA/
Request help when needed
Y
N
N/A
Read aloud for 5 minutes
Y
N
N/A
Participate in a nonpreferred leisure activity
with peer for 5 minutes
Ask a question to a peer
(conversational)
Respond to a question
asked by a peer
Y
N
N/A
Y
N
N/A
Y
N
NA/
Request help when needed
Y
N
N/A
Read aloud for 5 minutes
Y
N
N/A
Ask a question to a peer
(conversational)
Respond to a question
asked
By a peer
Y
N
N/A
Y
N
N/A
NPDC School Site
ABC
Goal Attainment Scale
Daily Schedule Sheet
Steven
8/30/10
Antecedent
Intelligent – talks above everyone
Wants friends
3rd hour-lunch
Hungry (pop/food)
He is fine with accommodations (make these
expectations clear for Steven and teacher)
Insightful – insightful with adults (can identify if
they are having problems; if something is
bothering them)
Perfectionist
Is typing (laptop)
He enjoys 1:1 attention; requires active
engagement
When he starts to escalate, writing down
information/vocalizations will help him----avoid
talking if possible
He likes:
IPod (music)
History
Stick & Paper
Computer
Skittles
Chicken Nuggets, FF, Chicken Thighs, Steak
Steven in enrolled in ASBPIRE – social coaching
Behavior
 Inability to stay in class
(stay in class)
 Too involved in other’s
(staff and students) personal
problems; can’t get past the
problem-honesty-involvement
 Few friends/associates/
wants friends
 Verbal – loud, passionate
 Meltdowns – leaves class,
verbal outbursts, threatening to
staff
 Math anxiety/not good at
it (his perception)
 Talks above everyone
 English anxiety (essay,
testing involving a written
portion)
 Hungry (needs to be
monitored at home; he prefers
soda)
 Hiding in building
 Blurting – knows the
material
 Words in mouth
Consequence
Food/Meal Plan: Use a plan for Steven to gain control
He will enter his food plan for the day during 5th hour
Modification/Accommodation Plan: use modification plan
for all algebra; include that he can redo assignments for all 4
cores
Crisis Plan:
Target Behavior: Verbal threats, verbal outbursts, loud voice
(No Talking during this process)
1. Visual to room – visually show him a card of please go to
room (where a computer is)
2. Steven will type what is happening (what happened in the
beginning, what happened in the middle, what happened in
the end) (visual reminder card will be near computer)
Beginning
Middle
End
3. E-mail Karyn, Michelle, Mary, Gloria and Parents (only
Karyn will respond within 24hours)
4. Steven will then choose between two options:
“I’m good; the adults know” or “I need help”
If he is “good” he returns to class.
Target Areas/Behaviors:
1) Go to or leaving class
because of anxiety or looking
for social opportunities
If he “needs help” then he will take a walk with an adult once
around the building or get a drink and then return to class. He
will have a response to his e-mail within 24 hours.
STUDENT - Goal Attainment Scale (GAS) – 2010-2011-S.M.Level of
Attainment
Much less than
expected -2
(1st step up from
baseline/current)
Goal 2:
Goal 3:
S. will accept a daily dollar from his
parents to use for 1 soda per day on 5
out of 5 days.
S. will attend the specified amount of
class time as agreed to in S. contract
on 5 out of 5 days
Somewhat less
than expected
-1
S. will accept a daily dollar from his
parents and not ask others for money
when in the school store on 5 out of 5
days.
S. will attend the specified amount of
class time as agreed to in his contract
and write the number of minutes that
he attended class in his daily schedule
on 5 out of 5 days
Expected level of
outcome 0
With daily dollar, when in the school
environment, S. will not ask for money
on 3 out of 5 days.
S. will attend the specified amount of
class time as agreed to in S. Contract,
write the number of minutes in class,
and circle yes if he has homework and
no if he does not have homework on 3
out of 5 days.
S. will identify no more than 5
difficult/confusing social situations at
the beginning of each hour and type
them into his computer in 4 out of 6
classes.
S. will identify and type 5
difficult/confusing social situations
at the beginning of each hour and
type them in his computer in 5 out of
6 classes. Once this is completed, S.
will attend to class instructions.
During the last 10 minutes of each
class in the connections room, S. will
match identified scale of importance
(1 to 5) to the 5 identified social
situations each hour in 6 out of 6
classes.
Somewhat more
than expected +1
When in the school environment, S.
will not ask for money and record this
in his daily schedule on 3 out of 5 days.
S. will attend the specified amount of
class time as agreed to in S. Contract
and complete in class work
Much more than
expected +2
When in school building, S. will not ask
for money and record this in his daily
schedule on 4 out of 5 days.
S. will attend the specified amount of
class time as agreed to in S. Contract
and complete in class work and
complete homework assignments
Comments
Goal 1:
During the last 10 minutes of each
class in the connections room, S. will
match identified scale of importance
(1 to 5) to the 5 identified social
situations each hour and eliminate
one that is has least importance.
During the last 10 minutes of each
class in the connections room, S. will
match identified scale of importance
(1 to 5) to the 5 identified social
situations each hour and eliminate
the two that are least importance.
Steven’s Schedule
Class
Date:______________________
Homework*
Yes/No
Minutes
in Class
Money
Issues
Teacher data and Comments: what they did in
class, how S. interacted with information, what
S. did in class.
st
1 Hour
7:30 – 8:20
Psychology
Yes
No
Yes
No
W123 for last 10 minutes (Mrs. Hill)
nd
2 Hour
8:35-9:25
English
Yes
No
Yes
No
Contract time
Contract time and min in class
-2
-1
Contract time, min in class and yes/no for homework
Contract time, min in class, yes/no homework and
complete in class work
Contract time, min in class, yes/no homework,
complete in class work and complete homework
0
+1
+2
E103 for last 10 minutes (Mrs. Placer)
rd
3 hour
9:45-10:35
Econ.
Yes
No
Yes
No
E103 for last 10 minutes (Mrs. Fiasky)
Lunch
10:50– 11:15
Yes
No
S. will purchase only 1 soda per day (w/money from
home)
S. will not ask others for money when in the school
store
S. will not ask others for money when at school
S. will not ask others for money when at school and
record this on his daily schedule sheet on 3 out of 5
days
S. will not ask others for money when at school and
record this on his daily schedule sheet on 4 out of 5
days
-2
-1
0
+1
+2
th
4 Hour
11:20-12:10
Algebra or Ancient
Civilizations
Yes
No
Yes
No
Yes
No
E103 for last 10 minutes (Mrs. Placer)
th
5 Hour
12:25-1:15
Chemistry
Yes
No
E103 for last 10 minutes (Mrs. Fiasky)
th
6 Hour
1:30-2:20
Yes
No
Social Skills
Training/Practice
W124
(Hunt/Bird/Meade)
Yes
No
S. will identify no more than 5 social situations at the
beginning each hour and type into computer.
S. will identify and type 5 social situations each hour
S. will attend to class instructions
Last 10 minutes in room E108, S. will match
identified scale of importance (1 to 5) to the 5
identified social situations each hour
Last 10 minutes in room E108 S. will match identified
scale of importance (1 to 5) to the 5 identified social
situations each hour, delete the least important one
Last 10 minutes in room E108 S. will match identified
scale of importance (1 to 5) to the 5 identified social
situations each hour, delete 2 of least importance
-2
-1
0
+1
+2
STUDENT - Goal Attainment Scale (GAS) – 2010-2011 C.V. – Self-Management
Level of Attainment
Much less than
expected -2
(1st step up from
baseline/current)
Somewhat less than
expected -1
Expected level of
outcome 0
Somewhat more than
expected +1
Much more than
expected +2
Comments
Goal 1:
During a non-preferred academic task
(math), C. will accept help from a
teacher (without interfering
behaviors) on +2/5 opportunities
Goal 2:
During a 1:1 setting, Chanice will only
use appropriate language (i.e. not
profanity/socially unacceptable terms)
during a 5 minute conversation. +5/5
opportunities
During a non-preferred academic
During a contrived small group setting
tasks (math), C. will accept help from (i.e. 1:3 or 1:4) Chanice will only use
a teacher (i.e. following prompts to
appropriate language (i.e. not
initiate or follow the task without
profanity/socially unacceptable terms)
interfering behaviors) +4/5
during a 5 minute conversation; +5/5
opportunities
opportunities
During non-preferred academic tasks Across structured general ed. classes,
(math), C. will ask for help (i.e. raise
Chanice will only use appropriate
hand) after a visual prompt is
language (i.e. not profanity/socially
provided +2/5 opportunities
unacceptable terms) when verbally
interacting with an adult in 4 out of 5
classes.
During a non-preferred academic task Across less structured general ed.
(math) C. will ask for help (i.e. raise
classes (i.e. art or P.E), Chanice will
hand) after a visual prompt +4/5
only use appropriate language (i.e. not
opportunities
profanity/socially unacceptable terms)
when verbally interacting with an
adult and students in 2 out of 5
classes.
During a non-preferred academic task When in a social situation with peers
(math), C. will independently ask for
in the presence of adults, Chanice will
help (i.e. raise hand) +3/5
only use appropriate language (i.e. not
opportunities
profanity/socially unacceptable terms)
in 3 out of 5 classes.
Goal 3:
During English, with no more than 4
adult reminders, Chanice will fill out a
homework tracking form +4/5
assignments given.
During English, with no more than 1
adult prompt, Chanice will fill out a
homework tracking form +4/5
assignments given.
During English, Chanice will
independently fill out a homework
tracking form +4/5 assignments
given.
During English, Chanice will turn in a
homework assignment that
corresponds to her tracking form on
+1/5 assignments given.
During English, Chanice will turn in a
homework assignment that
corresponds to her tracking form on
+3/5 assignments given.
Sub
Class
1st Hour
Comm Art
Room E 108
Hanthorne
2nd Hour
Biology
Erikson
3rd Hour
World History
Swearing
Homework
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
4th Hour
Algebra
Y
N
Y
N
5th Hour
English
Y
N
Y
N
Y
N
6th Hour
Media Assistant
Holt Public Schools
Collecting Data on Goals and Objectives
Keeghan Data Collection Form
Student: Keeghan
Date: January 2009
School: Wilcox
Goal: # 2 Keeghan will play w/ peers (not including connectors) at least 3 recesses per week.
(Criteria: 90%)
WEEK 1: Write date Write date Write date Write date Write date Calculation
_______ _______
Date _______
_______
_______ Column
Did Keeghan play
w/ peers (not
including
connectors)
Y / N
Y / N
Y / N
Y / N
Y / N
WEEK 2: Write date Write date Write date Write date Write date
_______ _______
Date _______
_______
_______
Did Keeghan play
w/ peers (not
including
connectors)
Y / N
Y / N
Y / N
Y / N
Y / N
(Date: pick 2 weeks that are easiest for you to record)
Goal # 3 Did Keeghan stay on task during reading using a prompt list?
(Criteria: at least 3 times per week)
WEEK 1: Write date Write date Write date Write date Write date Calculation
_______ _______
Date _______
_______
_______ Column
Did Keeghan stay
on task during
reading using a
prompt list?
Y / N
Y / N
Y / N
Y / N
Y / N
WEEK 2: Write date Write date Write date Write date Write date
_______ _______
Date _______
_______
_______
Did Keeghan stay
on task during
reading using a
prompt list?
Y / N
Y / N
Y / N
Y / N
Y / N
(Date: pick 2 weeks that are easiest for you to record)
Goal # 4 Did Keeghan independently request a 5-6 minute break at least 3 X week?
Caroline Data Collection Form
General Education Teachers
Student: Caroline
Date: __________(Write in Date)
School: JH
Grade: 7th
Date (Pick 5
A. Did Caroline use appropriate vocal volume to
random
match the environment she was in? (criterion = 4/5
trials)
days)
Y / N
Y / N
Y / N
Y / N
Y / N
Example: If class went to Library was she able to change her vocal intensity from
what is appropriate in the classroom to what is appropriate for the Library?
Date (Pick 5
random
days)
A. Did Caroline complete an assigned role when
participating in a group activity? (criterion = 4/5 trials)
Y
Y
Y
Y
Y
/
/
/
/
/
N
N
N
N
N
Date (Pick 5
random
days)
A. Did Caroline attempt to make peer connections
by initiating greetings, asking questions and or
making jokes? (criterion = 4/5 trials)
Y / N
Y / N
Y / N
Y / N
Y / N
Date (Pick 5
random
days)
A. Given visual prompts, did Caroline begin and
continue tasks with minimal prompts? (criterion =
4/5 trials)
Y
Y
Y
Y
Y
/
/
/
/
/
N
N
N
N
N
Seth
Dimondale Elementary
Goal Monitoring
October 2009
Teacher: Jones
Goal # 1: Did Seth complete classroom/sensory/social activities using
provided mini-visual system? (4/5 opportunities)
*Oct: Seth did not meet criteria for goal # 1
5
4
3
2
1
0
Yes
No
September
Yes
No
October
Goal # 2: Did Seth independently request a break (break box/sensory)
when he needed time away from an activity (4/5 opportunities)
*Sept & Oct: Seth did not meet criteria for goal # 2
3.5
3
2.5
2
1.5
1
0.5
0
Yes
No
September
Yes
No
October
Goal # 3: Did Seth identify and use appropriate “personal space” when interacting
and communicating with peers and adults. (4/5 opportunities)
* Sept & Oct: Seth did not meet criteria for goal # 3
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
Yes
No
September
Yes
No
October
Goal # 3 Additional Information
• September & October teacher reports:
Seth has particular difficulty during
carpet time - he nearly always touches
others during this time.
• “crushing hugs” in the classroom
Goal # 4: Did Seth initiate play with peers by using social language phrases and
questions to engage others. (4/5 opportunities)
*Seth meet criteria for goal # 4 in October which was an improvement from
September
6
5
4
3
2
1
0
Yes
No
September
Yes
No
October
Goal # 5: Did Seth understand “losing is ok” by following game rules and by using
appropriate social phrases / nonverbal communication during game play (4/5
opportunities)
* Sept & Oct: Seth did not meet criteria for goal # 5
3.5
3
2.5
2
1.5
1
0.5
0
Yes
No
September
Yes
No
October
Goal # 5: Additional Information
• Seth has expressed frustration when he
is not 1st in line both in Sept & Oct.
Overall- October goals
• Seth did not meet criteria for goals #1, 2, 3 & 5
• Seth meet criteria for goal # 4 in October which
was an improvement from September
Seth
Dimondale Elementary
Goal Monitoring
January 2010
Teacher: Jones
Goal # 1: Did Seth complete classroom/sensory/social activities using
provided mini-visual system? (4/5 opportunities)
*Jan: Seth did not meet criteria for goal # 1
6
4
2
0
Yes
No
September
Yes
No
October
Yes
No
January
Goal # 2: Did Seth independently request a break (break box/sensory)
when he needed time away from an activity (4/5 opportunities)
*Jan: Seth did meet criteria for goal # 2
5
4
3
2
1
0
SeptemberOctober January
Goal # 3: Did Seth identify and use appropriate “personal space” when interacting
and communicating with peers and adults. (4/5 opportunities)
Jan: Seth did not meet criteria for goal # 3
5
4
3
2
1
0
Yes
No
September
Yes
No
October
Yes
No
January
Goal # 4: Did Seth initiate play with peers by using social language phrases and
questions to engage others. (4/5 opportunities)
*January: Seth meet criteria for goal # 4
No
Yes
No
Yes
No
Yes
6
5
4
3
2
1
0
September October Januray
Goal # 5: Did Seth understand “losing is ok” by following game rules and by using
appropriate social phrases / nonverbal communication during game play (4/5
opportunities)
* January: Seth did not meet criteria for goal # 5
No
Yes
No
Yes
No
Yes
3.5
3
2.5
2
1.5
1
0.5
0
SeptemberOctober January
Time away
(Began at the end of November)
2.5
2
1.5
1
0.5
0
November December
January
Overall- January goals
• Seth did meet criteria for goals #1, 2, &4
• Seth did not meet criteria for goal 3 & 5
• Time away: Time away’s have decreased from
November to January
James
Goal Monitoring
October 2009
Teacher: Jackie Manne
Goal # 1: Did James independently follow a mini visual schedule? (criteria: 100%)
* OCT: James did not meet criteria for goal # 1
10
9
8
7
6
5
4
3
2
1
0
Y
N
October
Goal # 2: Did James follow social script / sequence on home topics? (Criteria: ¾
opportunities)
* OCT: James did not meet criteria for goal # 2
14
12
10
8
6
4
2
0
Y
N
October
Goal # 3: Did James take a scheduled break during his academic day, out of his
academic environment. (criteria: 1X/day)
* OCT: James met criteria for goal # 3
12
10
8
6
4
2
0
Y
N
October
Goal # 4: Did James identify the listeners interest in his conversation? (Criteria: ¾
opportunities)
* Oct: more data needed
1
0.9
0.8
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0
Y
N
October
Goal # 5: Did James identify the listeners disinterest in his conversation? (Criteria: ¾
opportunities)
*OCT: James did not meet criteria for goal # 5
12
10
8
6
4
2
0
Y
N
October
Goal # 6: Did James identify interests of others (Criteria: ¾ opportunities)
*OCT: James did not meet criteria for goal # 6
14
12
10
8
6
4
2
0
Y
N
October
October Summary
• James did not meet criteria for goals
1,2,5,6
• James met criteria for goal # 3
• Goal # 4- need more data
Streamlining the Process for Individualized Grading (Munk, D
and Bursuck, W. Grading Students with Disabilities,
Educational Leadership, October, 2003).
1. Pinpoint the specific expectations in reading, writing, math
and survival skills for the general education classrooms that
pose the greatest challenge for the student
2. Clarify what purpose grades serve for members of the team
3. Review the potential benefits of each type of grading
adaptation, match with student’s need
4. Develop a written plan that describes the grading adaptations
to be implemented and roles for each team member
5. Develop a procedure for monitoring the student’s
achievement with the grading plan (Report card, IEP
objectives)
“Although separate classes, with
lower student to teacher ratios,
controlled environments, and
specially trained staff would seem
to offer benefits to a child with a
disability, research fails to
demonstrate the effectiveness of
such programs.” – (Sailor, 2003)
Academic Modifications and
Accommodations Continuum
Modifications
Modification? Accommodation?
Modifications and Accommodations
are not Stagnant……..
Accommodations
What if a teacher refuses to “Adapt”?
“Since physical violence is uncivilized and leads to nasty criminal
penalties, the best “big stick” motivator for teachers who refuse
to modify is adverse employment action against their contracts.
The student’s “modification” plan is what federal law requires to
be done in the classroom. Should a teacher refuse to modify as
required by the plan, the teacher is in violation of federal law.
Most school district employment contracts contain language
indicating that the employee agrees to abide by federal and
state law and local school district policy. Failing to modify as
required violates that contract provision, and should result in
written directives, reprimands, and more serious employment
action (including nonrenewal and termination) should the
employee continue to refuse to serve the child. After all, the
teacher’s refusal to modify means that the district is not in
compliance, and is exposed to OCR investigations, or 504 due
If these strategies have not been
utilized with students with ASD
within the general education
setting, then the student has not
been appropriately supported.
Important Information for
Professional Staff to Remember
• Staff members can protect a person with ASD from
the cruelties of the world in the educational setting
but at some time and some place without the
support of the educational staff they will learn them.
• The world is an imperfect place.
• Teaching coping strategies vs. protecting the
student from an early age might be our best
strategy.
• If you have the right supports in place with age
appropriate expectations, students with ASD can
learn what they need to learn through each
developmental stage. We don’t get to educate
these students forever.
Target Student Profile of Change
(POC)
• Review “Current Description” for each area
• Review “Goals and Strategies” for:
– Parent and Family Involvement
– Visual Supports
– Functional Communication
• Complete “Goals and Strategies” for:
– Educational Strategies
• Complete Action Plan
– Review with sub team and START rep
– Get copies for sub team members
• Share with Group
Goals for Students with ASD
• Socialization Skills
• Independent Functioning
“Contemporary critiques suggest that special
education, among other things, is unnecessarily
and unfairly over representative of minority
students; grows at a faster rate than the school-age
population in general; is expensive, resulting in the
redirection of funds away from general education
and other programs; uses labels and categories
that are without educational merit and result in
stigmatization and decreased expectations; creates
a double standard, especially in the area of
discipline; employs a wait-until-they-fail philosophy;
emphasizes process compliance over outcomes;
and is generally ineffective.” (e.g., Bolick, 2001; Finn &
Rotherham, 2001; Fisher, 2001; “Help for Poor Readers,” 2001; Horn & Tynan,
2001; Malkin, 2001; Rotherham, 2001).
Thank You For Your Time
Have a Great Rest of the School Year
NEXT STEPS
• TODAY:
– Complete the presenter evaluation form and turn in at
back table
– For your P-Touch
• Have a START Staff member review your ACTION PLAN from
your POC
• For Next Module:
– Type your POC / Action Plan and send to all your sub
team members
– Bring your Sub team binder with all the POC forms from
Modules 1 & 2 & 3
– Bring your Meeting Mechanics binder
– Bring action plan from Module 3 to review