Guidelines for CBI Process and Procedure for Community Based - - PowerPoint PPT Presentation

Guidelines for CBI

Process and Procedure for Community Based Instruction Fidelity of Implementation

Overview

O Critical component

for additional living and vocational skills instruction.

O Expectation is that

• ur students will live,

work, shop and play in integrated environments in the community.

O Natural environments O Repeated connection

between classroom instruction and real life situations.

O Based on real world

needs of the student.

O Collaborative decision

making for best fit.

2

Overview

O Targeted skills should

directly reference a real world task skill to maintain LRE.

O Students with

disabilities have a right to a range of typical experiences/activities.

O Research show

benefits.

O Generalizing skills from

setting to setting.

O Community is the least

restrictive environment.

O Opportunities to

interact with typical, non-disabled community members.

O Effective practice for

30 years.

3

Combining Skills:

Communication Decision Making Interpersonal

Community Based Instruction (CBI)

• Ongoing instruction with

activity reinforcement

• Individual skills
• Vocational and

prevocational skills

• Guided and independent

practice for transfer and generalization

• Pre-Teach Skills
• Part of instruction

Field Trip

• Isolated experience
• Supplements

curriculum

• Not directly related to

goals and objectives, but affords

• pportunity for

“hidden curriculum”

• Voluntary

4

CBI Instructional Travel Log

O Regular, systematic

documentation of progress toward IEP goals.

O Requires adequate

communication between teacher/para/admin.

O Date/Time O Location/Site

O Mileage O Goals O Learning Domains O Performance

Outcomes

O This is not an optional

document, must be completed for each child each CBI outing.

5

Planning

Parent Input  What does the family do in the community already? Ecological Inventory  Is the site appropriate? What pre-requisite skills are necessary? Task Analysis  Planned activity is broken down into finite steps What modifications are necessary for student? Baseline data on student output w/&w/o support. What can student actual perform on their own?

6

Life Skills Domains

O Community  Resources/Mobility O Communication/Decision Making/Interpersonal

 Pragmatics, Behaviors, Seeking Help

O Life Management  Domestic skills, financial O Recreation/Leisure  social activities O Career/Vocational  soft skills, hard skills, pre-voc.

7

Academics

O Making a purposeful

connection between the academic goals and the CBI activities.

O What standards can

be met while completing CBI task?

8

Identifying Sites

O Specific locations should be identified within

the students’ communities or within the school neighborhood.

O Shoppi

pping

O Dining

ing

O Servic

ices es

O Recreati

reational

• nal Facilities

lities

9

Transportation

O School Bus O Public Transportation O Private Transport

10

CBI cannot stand alone !!!

O Must be linked to on-going classroom

instruction and vice versa.

O Must be treated like our typical instructional

model  Opening, ning, Work rk time, ime, Closing sing

O Classroom instructor is obligated and

ultimately responsible to ensure all parties know what needs to be done and outcomes are being met.

O Staff must ensure safety of students at ALL

times.

11

DATA COLLECTION IS REQUIRED

12

Documentation

O You must be able to

document which IEP goals are being addressed during CBI activities and how they are being addressed.

O Daily/Weekly

Schedules

O Individual

Instructional Strategies

O Data Sheets

13

Costs and Funding

Keep Receipts Problem solve with team on ways to defray costs Fund Raising See figure 5 on page 19 (Free activity ideas)

14

15