Staff Development

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SEACO Curriculum Guide

• Staff Development
• August 22, 2005
• Angela McNeece
• Imperial County Office of Education

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NCLB and Special Ed

• NCLB requires each state to establish challenging
  academic standards for students - including
  students with disabilities
• Beginning with the 2005-06 school year students
  in 3rd through 8th grades plus one year in grades
  10 to 12 are to be assessed in the areas of
  Language Arts and Math
• Beginning in the 2007-08 school year Science
  assessment will be administered to students in
  grades 3-5, 6-9, and 10-12 (one grade in each
  level)

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NCLB and California

• California currently assesses
• Grades 2-8 in E/LA and Math and Grade 5 in
  Science
• Grades 9-11 in E/LA, Math, and Grade 9 in Science
• Grades 4 and 7 in Writing
• California has an approved Accommodation /
  Modification matrix which can be downloaded
• http//www.cde.ca.gov/ta/tg/hs/accmod.asp
• California has an alternate assessment for
  students with the most significant disabilities -
  CAPA

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Selecting the Standards

• October 2001 the Alternate Assessment Advisory
  Workgroup reviewed grades K-12 California content
  standards for E/LA, Math, Science, History-Social
  Science
• Standards most appropriate for students with
  significant disabilities were prioritized
• A priority variable from 1-5, with 5 being the
  highest was assigned to each standard
• The content standards were viewed as a continuum
  of skills with functional skills being
  prerequisites for the more advanced academic
  curriculum skills

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Selecting the Standards

• The committee used the following questions to
  guide their selection
• Does this standard reflect an important
  curriculum goal for all students, including
  students with significant cognitive disabilities?
• Can a functional performance indicator be written
  to show progress toward mastery of the standard?
• Could this standard be considered appropriate if
  communication modes are expanded to include
  modified input and output tools? (i.e.,
  communication boards, sign language, pictorial
  representation)
• At no time were any standards changed!

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Functional Performance Indicators

• Were developed by a representative group of
  California teachers
• Link functional skills to the standard
• Are listed somewhat sequentially
• Were intended to help teachers tie functional
  skills to core content areas
• Are not an all inclusive list
• Became the basis for CAPA

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Updated SEACO Curriculum Guide

• Based on the subset of standards and functional
  performance indicators established by the
  Alternate Assessment Advisory Workgroup in
  October 2001
• Intended to help teachers navigate through the
  core content standards
• Not a scope and sequence
• Broken into two distinct areas
• Core Content Access
• Instructional Best Practices

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Standards-Based IEPs

• Tie individual student needs to state standards
• Show access and progress in the general education
  curriculum
• Allow general ed and special ed to speak the same
  language
• Are used as a framework for teaching
• Tell what to teach, not how to teach
• Present many challenges for teachers of students
  with significant disabilities

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Core Content Access

• Introduction
• Assessment - includes data collection samples
• IEP Development
• Task Analysis
• English/Language Arts
• English Language Development (ELD) - NEW!!
• Mathematics
• Science
• History-Social Science
• Health
• Physical Education
• Visual and Performing Arts (under construction)
• Resource Section for each Core Area

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LANGUAGE ARTS INSTRUCTIONAL MATERIALS
Vendor Description Standard
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LANGUAGE ARTS TECHNOLOGY/COMPUTER SOFTWARE
Vendor Description
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Functional Skill Areas

• Communication
• Self Care/Independent Living
• Motor Skills/Mobility
• Functional Academics
• Vocational
• Social-Emotional
• Recreation-Leisure

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Alignment Matrix
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Using the Curriculum Guide

• E/LA Table of Contents
• Standard 1 Recognize and name all uppercase and
  lower case letters of the alphabet
• FPI 1.1 Student will recognize pictures for
  specific activities
• FPI 1.2 Student will distinguish letters from
  non-letters
• FPI 1.3 Student will match same case letters
• FPI 1.4 Student will match lower case to upper
  case letters
• FPI 1.5 Student will produce ABCs
• FPI 1.6 Student will alphabetize to find words
  in a list

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English/Language Arts
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English Language Development
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• IEP COMPONENT CHECKLIST
• Present Levels
• Outcome of previous years objectives
• Rationale for proposed goals and objectives
• Baseline present level for proposed goals and
  objectives
• Reference to most recent triennial
  recommendation(s)
• Level of instruction for EL student
• Annual Goal (leading to educational benefit)
• Anticipated date of completion of annual goal
  (mm/dd/yy)
• Alignment with state standards using Functional
  Performance Indicator
• Terminal Performance Objective (the final
  objective) including
• Observable Behavior
• Criteria
• Mastery
• Method of Measurement
• Professional(s) Responsible

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E/LA Example 1

• Functional Skill Communication (Receptive)
• Standard E/LA 17- Understand and follow one-
  and two-step directions
• Functional Performance Indicator Perform action
  to comply with 1-step direction
• Goal By (mm/dd/yy), Jennifer will perform action
  to comply with a one-step direction by touching 5
  named body parts within 5 seconds of verbal
  request 80 of trials for 5 consecutive trial
  days as observed and recorded by staff.

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E/LA Example 1 plus ELD

• Functional Skill Communication (Receptive)
• Standard E/LA 17 - Understand and follow
  one-and two-step directions
• ELD Standard Respond to simple directions and
  questions using physical actions and other means
  of nonverbal communication
• Functional Performance Indicator Perform action
  to comply with 1-step direction
• Goal By (mm/dd/yy), Jennifer will perform action
  to comply with a one-step direction by touching 5
  named body parts within 5 seconds of verbal
  request 80 of trials for 5 consecutive trial
  days as observed and recorded by staff.

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Math Example 1

• Functional Skill Functional Academics
• Standard Math 1 - Count, recognize, represent,
  name and order a number of objects (up to 30)
• Functional Performance Indicator Will count
  using 11 correspondence
• Goal By (mm/dd/yy), given assistance with
  pointing and given verbal direction, Leonardo
  will count up to 5 objects using 11
  correspondence over 80 of trials for 5
  consecutive trial days as observed and recorded
  by staff.

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Math Example 1 plus ELD

• Functional Skill Functional Academics
• Standard Math 1 - Count, recognize, represent,
  name and order a number of objects (up to 30)
• ELD Standard Begin to speak with a few words or
  sentences by using some English phonemes and
  rudimentary English grammatical forms
• Functional Performance Indicator Will count
  using 11 correspondence
• Goal By (mm/dd/yy), given assistance with
  pointing and given verbal direction, Leonardo
  will count up to 5 objects using 11
  correspondence over 80 of trials for 5
  consecutive trial days as observed and recorded
  by staff.

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Science Example 1

• Functional Skill Functional Academics
• Standard Science 1 - Compare and sort common
  objects by one (1) physical attribute (e.g.,
  color, shape, texture, size, weight)
• Functional Performance Indicator Sort objects by
  color
• Goal By (mm/dd/yy), when presented with 5 colors
  1 at a time, Leonardo will sort objects by color
  by verbally labeling color within 5 seconds of
  verbal request 80 of trials for 5 consecutive
  trial days as observed and recorded by staff.

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Science Example 1 plus ELD

• Functional Skill Functional Academics
• Standard Science 1 - Compare and sort common
  objects by one (1) physical attribute (e.g.,
  color, shape, texture, size, weight)
• ELD Standard Begin to speak with a few words or
  sentences by using some English phonemes and
  rudimentary English grammatical forms
• Functional Performance Indicator Sort objects by
  color
• Goal By (mm/dd/yy), when presented with 5 colors
  1 at a time, Leonardo will sort objects by color
  by verbally labeling color within 5 seconds of
  verbal request 80 of trials for 5 consecutive
  trial days as observed and recorded by staff

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Instructional Best Practices

• Best Practices - contains information to assist
  teachers in writing professional goals and is a
  guide for general education administrators who
  supervise special education certificated staff
• Classroom Organization
• Scheduling
• Lesson Plans
• Substitute Plans
• Community Based Instruction
• Assistive Technology
• Integration
• Mainstreaming
• Inclusion
• Transition
• The L.I.S.S.T. and The B.R.I.D.G.E. - NEW!!
• Glossary

• Paraeducators
• Physical Room Arrangement
• Grouping of Students

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Lakeshore

• SEACO and Lakeshore have joined together to
  produce this updated version which includes
• Two binders - Core Content Access and Best
  Instructional Practices
• Sample Goal Strip
• CD with supplemental materials

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CD with Supplemental Materials

• IEP Component Checklist
• Data Collection Forms
• CBI Forms
• Transition Guide Sample
• Mainstreaming and Integration Forms
• The LISST
• The BRIDGE

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The L.I.S.S.T.

• Developed by Orange County Department of
  Education
• Listing of Independent Student Skills for
  Teachers
• Contains 27 skill areas which are roughly
  sequenced based upon typical development
• Serves as a reference for developing goals and
  objectives

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The B.R.I.D.G.E.

• Developed by Orange County Department of
  Education
• Building Relevance Into Daily Generalization
  Experiences
• Intended to assist students in performing
  mastered skills in additional settings, with
  additional materials and with additional people
• Is a collection of 184 letters to parents with
  suggested activities for generalization
• Will be available in Spanish in the near future

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• THEMATIC UNIT PLAN
• Unit Theme Lewis and Clark Core Area
  Math Grade Level Early Elementary CAPA
  Level 1 2 3 4 5
• Standard for the Thematic Unit Math 1 count,
  recognize, represent, name and order a number of
  objects (up to 30)
• Functional Performance Indicator 1.6 - student
  will count using 11 correspondence Lesson Art
  Activity - 1804 Flag
• Student Outcome(s) Student will count objects
  up 15 CSTP Planning Instruction and Designing
  Learning Experience (BP-7)

PLAN FOR GENERALIZATION Send flags home w/BRIDGE
letter and ask parents to count stars and stripes
with student. (B-133)
ELD Standard Begin to speak with a few words or
sentences by using some English phonemes and
rudimentary English grammatical forms
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Next Steps

• Continue work with Lakeshore for development of
  instructional materials to support curriculum.
• Lakeshore is pursuing process through CDE to be
  able to purchase through state textbook funds.
• Continue work with CDE Alternate Assessment
  Workgroup and Advisory Committee for changes to
  CAPA and modify curriculum guide as necessary.
• Development of computerized IEP systems which
  incorporate sample goals from curriculum.
• Continue to conduct regional Training of Trainers.

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Questions/Contact Information

• Angela McNeece
• Special Education Director
• Imperial County Office of Education
• 1398 Sperber Road
• El Centro, CA 92243
• 760-312-6428 phone
• 760-312-6530 fax
• amcneece_at_icoe.org