Сarol Quirk: Student Planning
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Presentation by Carol Quirk, Co-Executive Director at Maryland Coalition for Inclusive Education, given during her visit to Yekaterinburg, Russia, sponsored by the US Consulate General in Yekaterinburg.
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Сarol Quirk: Student Planning
- 2. Team Planning • Student-centered planning process • Selecting standards-based academic goals • Identifying supports and services • Collaborative planning tools Where and when to teach IEP GOALS Where and when to provide SAS How to embed specialized instruction and supports into the lessons and daily routines Maryland Coalition for Inclusive Education
- 3. What is the Dream? What are the nightmares ? Who is this person? Strengths, gifts, talents? What does this person need? What is Plan of Action? What is the story? History? What is a MAP? STUDENT & FAMILY Student-Centered Plannin
- 4. How to Plan • Individual/Family is the focus Who to invite When/where meeting will take place • Planning team and participants: Current and former teachers/service providers Administrators Friends, cousins, neighbors Relatives
- 5. Student Action Plan AREA ACTIONS Who/when Modifications GE – math and science SE teacher and Para under SE direction – other subjects GE and SE teachers daily Collaborative planning Weekly student performance review and academic planning Thursdays Communication book update Identify core vocabulary for each subject Identify student-preferred social comments Identify core vocabulary for actions/objects and phrases to represent home activity Speech Therapist/GE teacher Consult with peers and parent By Sept. 30th Locker key Buy keyed locker by August 15th Behavior support Take data on task-avoidance behavior Develop prevention strategies for daily routines and class lessons Psychologist – between Sept. 15 and 30
- 6. Embedded skills for students taking the alternate assessment What some students learn What most students should learn What all students should Learn Assessment Limits Start with the Regular Curriculum
- 7. • Step 1: Select Target Skill/Behavior • Step 2: Define Target Skill/Behavior • Step 3: Select Data Collection Method • Step 4: Select Time Span • Step 5: Implement Data Collection Method • Step 6: Summarize and Graph Data • Step 7: Use Data to Make Decisions Use Data
- 9. Schedule and/or Environments: IEP Objectives: Arrival Morning Work Writing SmallGroup Reading/Cen Whole Group WordWork Lunch Art Media Physical Education Music Dance Math Science/Soci alStudiesDismissal Intervention Demonstrate following multi-step directions (with 80% accuracy) X X X X X X X X X X X X X X X X Know and follow classroom routines (4 of 5 times) X X X X X X X X X X Match printed words to pictures (4 of 5 times) X X X X X X X X Acquire and use content vocabulary (4 of 5 times) X X X X X X X Describe, copy, and extend color, shape and size patterns with manipulatives (4 of 5 times) X X Count backwards from 20 (4 of 5 times) X X Order numerals to 20 (with 90% accuracy) X X X Use one-to-one correspondence when counting one-ten objects (with 80% accuracy) X X X X Viktor: Individual Goals
- 10. Subject: IEP Goals: Language Arts Math Science Lunch Follow multi- step directions ** Use visual cues when introducing new tasks Follow routines within activities (e.g., “Get your folder and come to the table”) Follow directions/rules when playing math games Follow steps to complete experiment. Complete lunch routines (e.g.; “First eat your sandwich and then you can have a cookie;” “Pack up your stuff and go line up”) Match printed words to pictures Match word to appropriate picture during read-aloud/ guided reading Match labels to pictures on graphs and charts Match labels to objects or pictures being studied Count up to 10 objects accurately Help teacher distribute materials (“Get 5 books from the shelf and give one to each person”) Use manipulatives to solve addition and subtraction problems (peer or adult sets up problem, Jake counts items) Count items being used in experiments (“How many rock samples are there?”) Count items (“How many different things do you have in your lunchbox?” “How many goldfish would you like?”) Viktor’s Activity Analysis
- 11. Routine Planning Matrix When: What students are expected to do: The teacher is lecturing Sit in seat Listen Take notes Answer questions Students are working in cooperative groups Perform assigned role Take turns Listen Respect opinions of others Students are doing individual seat work Work in assigned area Complete activity Ask for help if needed Supports: Seat near front of room Partner to take notes Copy of notes Communication device Visual of assigned tasks Review of cooperative group rules prior to starting Communication device Choice of area in which to work “Help” card What the student will do: Sit in seat Listen Answer one question Perform one role (same over time) Wait for turn until a student prompts him Listen Work in area Complete modified activity Use “help” card to request assistance
- 12. Routine Planning Matrix Multiple Students When: Students are expected to: Supports The teacher is talking Remain seated at desks Orient towards front of the room Look at board Take notes Seat near front (JZ, AX) Seat near back (RQ) Own copy of slides/overhead (JZ) Cloze notes (AX, RQ, LM) Teacher guided whole class discussion Remain seated Remain quiet when other speak Raise hand to be acknowledged Answer questions Offer ideas Visual cue for hand raising (RQ) Preplanned question to answer (AX) Behavioral feedback (JZ) Cooperative group or pair activities Take turns Complete assigned role/task Interact politely with peers Assigned role that doesn’t require writing (AX, LM) Written copy of the directions (RQ, JZ) Behavioral feedback (JZ) Individual seatwork Remain seated and quiet Complete written task Ask for help if needed Reduced writing requirement and/or scribe (AX, LM) Chunking (AX, RQ, JZ) Reduced complexity (AX) Breaks (RQ)
- 13. Student Descriptions: Ivan, Tatyana, Andrei • What are critical skills that the student needs to learn? • Where are opportunities to learn these skills across the day? • What are the benefits for Ivan in participating in the general education classroom? • What classroom activities will need to be adapted for the student participate in general education classes? One thing we learned about student planning?
Hinweis der Redaktion
- When we talk about planning for students sometimes teachers think that all students need to learn all of the curriculum. However ,we know that in the assessed areas, that those test items are drawn from something called the assessment limits. This is what all students should learn as part of the curriculum. For some learners this might be all that they learn and focus on. When we think about what most students should know this might be the breadth of the curriculum as it currently exists in that this includes the assessment limits as well as additional good to learn information. While we might expose kids to all of the curriculum we still need to remember to focus on the assessment limits in terms if repetition and automaticity. For some students who already are familiar with or who have mastered the curriculum, this is an opportunity to compact the curriculum and offer an opportunity to expand and engage in a very targeted upward extension. This is for students who want to know more and dig deeper into a subject.As we transition to common core, this might look different. We know that there will be a summative assessment, likely some ongoing formative assessment, a speaking and listening assessment and a portfolio based assessment. All students will still need to focus on what will be expected in the upcoming assessments. However there will be a lot of opportunity for students to problem solve, dig deeper and to master a variety of content in Common Core State Standards.
- This is an example of looking at the supplementary aids and services of an entire class (the other forms are used for individual students, this one looks at all the students in a class)