Middle and High School
Citywide Autism
Curriculum Project
2008
Contact: Cynthia Callanan
cynthia.callanan@mpls.k12.mn.us
History
• Evolution of the Citywide ASD Program
• District Mandate
• Collaboration
– May 2006 Staff Development
– 2007 Summer Task Force
– Multi-disciplinary High School Task Force
Purpose
• Student outcomes
• MN State Standards
• Framework and resources for ASD
teachers
• ASD program expectations
Purpose
•
•
•
•
Uniformity
Data collection
Training for new teachers
Parents
Research based
• Sigma 10
• Michelle Garcia Winner
• Kari Dunn Buron
Baron-Cohen 2006
Frith 1985 & 1989
Klin, Schultz and Volkmar 2003
Thompson 1991
• National statistics
• Brenda Smith Myles, et al
Skills in Order of Importance
• Social Skills – how to engage social
interactions.
• Daily Living Skills.
• Understand Self, especially as it relates to
emotional/sensory needs.
• Problem Solving Skills.
• Academic content.
What We Have
• Framework
Classic ASD
IEP-driven diploma
Credit-driven diploma
• Sequence
• Course descriptions
What We Have (Cont.)
• Course Numbers 07421
07 = special education course
Middle digit 1-5 = Transition area
Last 2 digits =specific course
• Reference to Standards
• Counselor support
• Highly Qualified Teacher Status
Resources Available
•
•
•
•
•
•
•
PIC
Saxon Math
Kansas Strategies
Corrective Reading/SRA
Earth and Physical Science books
Michelle Garcia Winner Social Skills Books
Updated technology (computers, projectors)
Mindreading Software
• With the technology available in the classroom,
teachers are able to project the program onto
the large screen to use the program as a group
project, as seen in this video.
• Students are able to access the software on an
individual basis.
• Ties in with social skill group work on awareness
of the feelings of others, and perspective-taking
Citywide Autism Program Course Map
Credit-driven Transcript:
These students will take a majority of general education
academic classes and meet all high school graduation
requirements in the content areas. They tend to have
one period/day of special education services in the
Citywide Autism Program to develop social cognitive skills
and organizational skills necessary to meet grade-level
curriculum standards. They tend to be college-bound
students. This sequence of courses is directed to this
specific population.
Quarter 1
Quarter 3
Quarter 4
Study Habits
Social Success I
Adult &
Family Living
Personal
Mobility
Study Habits
Social Success II
Self Advocacy
Career
Planning
Adult & Family
Living
Social Success III
Financial
Concepts
Social Success IV
Personal Rec &
Leisure
9th grade High School
Foundations
10th
grade
11th
grade
12th
grade
Senior
Transition
Seminar
Quarter 2
Self Advocacy
Citywide Autism Program Course Map
IEP-driven Transcript
These students may take some general
education classes, but need the support of
special education services for developing social
cognitive skills, communication skills and
adapted or modified graduation
requirements. They tend to have two or more
periods/day of Special Education services in the
Citywide Autism Program. They are likely to
continue in Transition Plus Services to receive
services until age 21.
Course Title: Study Habits I [Post-Secondary Education & Training]
07130
Course Description: In this course students will work on effective study habits and organization skills.
Quarter 2- Year One
Topics of Study
Overview of Academic requirements – My Life Plan
Organizational skills
Note-taking strategies
Preparing for quizzes and tests
Meeting expectations for High School writing assignments
Attend college fairs
Teacher expectations – understanding how that varies from class to class
Objectives from Rubrics:
Listening well (rubric 2)
Paying attention to the Speaker (rubric 3)
Following Verbal Directions Well (rubric 5)
Following Written Instructions/Procedures Well (rubric 6)
Comprehending Written Information Well (rubric 7)
Writing clearly and to the point (rubric 8)
Presenting ideas in a clear and logical manner (rubric 11)
Disagreeing appropriately (rubric 18)
Being willing to give and take (rubric 19)
Working towards group goals (rubric 21)
Making effective decisions (rubric 40)
Coming promptly and prepared (rubric 43)
Completing tasks on time and to expectations (rubric 45)
Taking effective notes (rubric 51)
Using computer and internet (rubric 55)
Managing an email program (rubric 56)
Managing assistive technology devices (rubric 57)
Standards Addressed:
II. Writing A. Type of Writing, B. Elements of Composition, C. Spelling, Grammar & Usage;
III. Speaking, Listening and Viewing, A. Speaking and Listening
Suggested Resources:
Sticker Strategies, by Michele Garcia-Winner
Strategies for Organization, by Michele Garcia-Winner
Taking PSAT and other 10th grade college tests, requesting accommodations
The Hidden Curriculum: Practical Solutions for Understanding Unstated Rules in Social Situations, by Brenda Smith Myles
Inside Out: What Makes a Person with Social Cognitive Deficits Think, by Michele Garcia-Winner [pp. 136-139,142-157 tips for
writing assignments]
Teach Me Language, by Sabrina Freeman, Lorelei Drake pp. 387-389, 229-241, Companion exercise forms p 92, pp 81-89
Teaching Study Skills & Strategies, by Stephen S. Strichart, Charles T. Mangrum, Patricia Iannuzzi
Graphic Organizers and Activities for Differentiated Learning
ADHD Primer
ADD Hyperactivity Handbook for Schools
Spectrum Test Prep Plus Learning Materials, by School Specialty Publications
Putting it In Writing - Reports, Letters, Essays, by School Specialty Publications
25 Prewriting Graphic Organizers and Planning Sheets by School Specialty Publications
Asperger Dictionary of Everyday Expressions, by Ian Stuart-Hamilton
Succeeding in College with Asperger Syndrome, a Student Guide by John Harpur et al
College Transition, a Critical Thinking Approach, by Susan Shapiro
Online resource: Study Skills http://tis.mpls.k12.mn.us/Study_Skills.html
Online resource: Intervention Central http://www.interventioncentral.org
Online Resource: Math Online http://www.mathonline.org/
Online Resource: Atomic Learning http://movies.atomiclearning.com/k12/home
Online Resource: Nettrekker http://school.nettrekker.com/subject/
Online Resource: World Book Online http://www.worldbookonline.com/wb/Home
Online Resource: Dictionary, Rhyming Dictionary, Thesaurus, and more http://www.kplay.cc/reference.html
Online article for teachers: Helping Your Child with Organization and Study Skills By: Joan Sedita (1999)
http://www.ldonline.org/article/5884
Minneapolis Public Schools Assistive Technology Dept – contact your Occupational Therapist for access to Kurzweil, AlphaSmart or
other assistive technology supports. http://www.kurzweiledu.com/kurz3000.aspx
And for alphasmart http://www.renlearn.com/neo/
9th
grade
Quarter 1
Quarter 2
Quarter 3
Quarter 4
1
English Strategies I
→
→
→
2
Daily Living/Consumer
Strategies I
→
→
→
3
High School Foundations
Study Habits
Self Advocacy
Fine Arts
People & Places
→
Exploring Earth
Environment
→
5
Social Success I
→
→
→
6
Phys. Ed
→
Personal Rec & Leisure
→
1
English Strategies II
→
→
→
2
Daily Living/Consumer
Strategies II
→
→
→
Personal Mobility
→
Community
Exploration
→
4
Exploring Biological
Environment
→
World Cultures
→
5
Employment Seminar I
→
Adult & Family Living
→
6
Social Success II
→
→
→
4
10th
grade
3
11th
grade
12th
grade
Quarter 1
Quarter 2
Quarter 3
Quarter 4
1
English Strategies III
→
→
→
2
Financial Concepts
→
→
→
3
Exploring Physical
Environment
→
Fine Arts
CBVT
4
Our Country Past &
Present
→
Employment
Seminar II
CBVT
5
Adult & Family Living
→
Phys. Ed
CBVT
6
Social Success III
→
→
→
1
English Strategies IV
→
→
→
2
Financial Concepts
→
→
→
3
Social Success IV
→
→
→
4
Responsible Adulthood
/Citizenship
→
CBVT
Personal Rec & Leisure
CBVT
Employment Seminar
III
CBVT
Senior Transition
Seminar
5
6
Personal Rec & Leisure
Adult & Family Living
Self Advocacy
→
Citywide Autism Program Course Map
Classic Autism IEP-driven Transcript:
These students will take few if any
general education classes, and need
full-day support of special education
services in the five transition areas,
emphasizing social cognitive skills and
communication skills. They are most
likely to receive services at Transition
Plus Services until age 21.
9th grade
10th grade
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Literacy
→
→
→
2
Daily Living/Consumer Strategies I
→
→
→
3
Career Exploration
→
→
→
4
Community Exploration
→
→
→
5
Social Success I
→
→
→
6
DAPE
→
→
→
Literacy
→
→
→
2
Daily Living/Consumer Strategies I
→
→
→
3
Career Exploration
→
→
→
4
Community Exploration
→
→
→
5
Social Success I
→
→
→
6
DAPE
→
→
→
1
1
11th grade
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Literacy
→
CBVT
CBVT
2
Daily Living/Consumer
Strategies II
→
CBVT
CBVT
3
Adult & Family Living
→
CBVT
CBVT
→
→
→
→
→
→
→
→
→
CBVT
CBVT
Daily Living/Consumer
Strategies II
→
2
CBVT
CBVT
Adult & Family Living
→
3
CBVT
CBVT
Literacy
→
→
→
→
→
→
→
1
4
5
6
12th grade 1
4
5
6
Community Exploration
Social Success II
DAPE
Community Exploration
Social Success II
DAPE
Citywide Autism Program Course Map
Middle School
Credit – based program
These students may take mostly general education
classes, but may need the support of special
education services for developing social cognitive
skills and organizational skills necessary to meet
grade-level curriculum standards. They tend to have
one period/day of Special Education services in the
Citywide Autism Program. They are likely to continue
in general education classes in high school with little
or no adaptation of curriculum standards as they
prepare for post-secondary education in college.
Quarter 1
Quarter 2
Quarter 3
Quarter 4
6th grade
Orientation to
Middle School
Study Habits/
Organization
Social Skills
Health/ Personal
Relationships/ Puberty
7th grade
Study Habits/
Organization
Rec/ Leisure
Self Advocacy /
Transition Areas
Social Skills
8th grade
Orientation to
High School
Study Habits/
Organization
Rec/ Leisure/
Personal Safety
Social Skills
Citywide Autism Program Course Map
Middle School
IEP - based program
These students may take individually selected
general education classes, and need the support
of special education services for developing
social cognitive skills, communication skills, and
adapted or modified curriculum standards. They
may continue in the autism program in high
school with emphasis on the five transition
areas, special education classes in academic
subjects, and electives in general education.
6th grade
7th grade
Quarter 1
Quarter 2
Quarter 3
Quarter 4
1
Orientation to Middle School
Study Habits/
Organizational Skills
→
→
2
Math
→
→
→
3
Social Skills
→
→
→
4
Language Arts Strategies I
→
→
→
5
Rec/ Leisure
→
→
→
6
Social Studies *
→
→
→
7
Keyboarding *
Science *
Fine Arts *
Food Science *
8
Music *
Physical Educ *
Music *
Physical Educ.*
1
Language Arts Strategies II
→
→
→
2
Math
→
→
→
3
Social Skills
→
→
→
4
Study Habits/
Organizational Skills
Self-Advocacy/
Transition Areas
→
Rec/ Leisure
5
Science/ Health
→
→
→
6
Community
→
→
→
7
*
*
*
*
8
*
*
*
*
8th grade
Quarter 1
Quarter 2
Quarter 3
Quarter 4
1
Language Arts Strategies II
→
→
→
2
Math
→
→
→
3
Social Skills
→
→
→
4
DAPE
→
→
→
5
Health
→
→
→
6
Community
→
Orientation to HS
→
7
*
*
*
*
8
*
*
*
*
Citywide Autism Program Course Map –
Middle School
Classic ASD – IEP program
These students may take elective
general education classes, and need the
support of special education services for
developing social cognitive skills,
communication skills,
and adapted or modified curriculum
standards. They will continue in the
autism program in high school with
emphasis on the five transition areas.