Lethbr hbridg idge e Sch chool l Distr tric ict t Off ffic - - PowerPoint PPT Presentation

Sess ession

• n outl

tlin ine:



Presentation / discussion of recent professional development events

• Supporting Low Incidence Students - Summer Symposium (Jocelyn Roberts

presenting)

• You’re Going To Love This Kid (Paula Kluth) – strategies that have worked



Functional Goal Setting – developing a model/process that works in secondary school settings

• Marian Biggins will present a model for the group to customize to the needs
• f junior and senior high school students and teachers



Using goals to create programming (time permitting)



Mark your calendars for future meetings scheduled for: Decem ecember er 1, Febru ruary ry 8, Apri ril l 20 For r furt rther her informa formation ion cont ntact ct:



Your School Division Director of Student Services or



Margaret Vennard, SWRCSD at 403-328-4111 (Palliser)

Jun unio ior / Senio enior High gh Learnin arning g Suppo upport rt Teac acher er Commu

• mmunity

ity of Practi tice Septemb ptember er 24, 4, 201 015 1:00 0 to 3:3 :30 0 pm Lethbr hbridg idge e Sch chool l Distr tric ict t Off ffic ice (433 33 – 15 Street eet Sou

• uth

th, , Lethb thbri ridge) dge)

 Recapping Recent Learning

• Jocelyn Roberts Supporting Low Incidence Students – U
• f A summer institute
• Group – You’re Going to Love This Kid

 Marian Biggins

 Inclusive Education Library tour  Can Do model

 Group time – what could work for you?  Homework for December 1

 Ideo – David Kelly

• Unleashing creativity and collaboration (0:41 – 2:22)

2:22)

• Shopping cart experiment in 5 days – ABC Nightline

 5 step process

• one conversation at a time
• stay focused
• encourage wild ideas
• defer judgment
• build on the ideas of others

 Fail often to succeed sooner (5:50 – 7:35)

7:35)

Jocelyn Roberts SLP / AAC Team Member Shobha George-Jansen OT / AAC Team Member AHS Children’s Allied Health

All individuals, regardless of their abilities or disabilities, have the right to an opportunity to learn to read and write in order to increase and enhance their educational

• pportunities, vocational success, communicative

competence, self-empowerment capabilities, and independence. http://www.med.unc.edu/ahs/clds

Center for Literacy and Disability

Vocabulary and Reading

 Limited access to text for reading and listening has a negative impact on vocabulary development.  –School‐aged students learn approx 3000 new words each year (Miller & Gildea 1987; Nagy & Herman,1987; Nagy, Herman, & Anderson, 1985).  –After 3rd grade, most new words are acquired through reading (Nagy,1988; Nagy & Herman, 1987)

Picture Supported Text-Are we really making it easier???

http://www.janefarrall.com/symbol-supported-text-does-it-really-help/

 Determine the listening comprehension level of the student.  Text must be targeted at that level.  For students with significant cognitive disabilities, that means text must be EASY

Making Text Universally Accessible Requires Making it EASIER!

“To date there is no evidence that students with AAC needs acquire literacy skills any differently than their typically developing peers. Therefore, current evidence- based practices in reading instruction should be applied to students with AAC needs in combination with accommodations for their communication, motor, sensory, and cognitive needs.” (Lisa A. Pufpaff, 2008)

Different access to instruction versus different instruction

http://dlmpd.com

• There are no pre-requisites
• Begins at birth and possibly before
• Students with low-incidence disabilities can be

successful with an emphasis on learning that builds over time

• Shared reading
• all about the interaction
• want child to lead

The process of learning to read is a continuum

In order for child to lead the interaction, must have a means

• f communication

Often rely on boards with vocabulary used for restricted purposes

A relatively small set of highly useful words that apply across contexts.

Core vocabulary

85% of spoken language comprised of 250 – 350 words

DLM™ First Forty Core Words

I like not want help it more different who she you he where up

• n

in me make get look what need are is some put all this don’t that go do when finished can here

• pen

turn stop

• ver

Core word boards for communication

https://dynavoxtech.force.com/devices/apex/IdeasForTherapy

 reading volume, rather than oral language, is the prime contributor to individual differences in children’s vocabularies (A. Cunningham & Stanovich, 1998, p. 9)  reading yields significant dividends for everyone— not just for the ‘smart kids’ or the more able readers  We should provide all children, regardless of their achievem ent levels, with as many reading experiences as possible.  Increases engagement and personal connection

Importance of independent (self-selected) reading

 Start small. Build gradually. –1 minute  Use a Timer to establish a behavior.  Talk about what we’re reading in small groups after reading/looking at books to build community.  Make sure you learn their interests and have easy materials  on those topics in your collection  Don’t limit choice of reading materials  Don’t allow choice during silent reading time  Read in various locations at various times of day – Libraries, lounges, outdoors  Don’t limit your reading options to books only.  Magazines, comic books, graphic novels, newspapers, apps, recipes, Kin dles, Nooks, computer websites…

Getting kids to read who don’t want to

http://tarheelreader.org/2014/06/03/like-not-like/

 Access – Wider and wider range of reading materials of interest, easy relative to student ability  Interaction –

• pportunities to talk about reading (interests)

 Materials

–1,500/classroom goal –more than books and more than paper –within and beyond your classroom and the school day

AIMMMM for Literacy

 Donations from families of (new/used) magazines and books.  Tarheelreader.org– on tech or in print.  Scholastic warehouse sales and Scholastic points.  Tumblebooks, We Give Books, and other online reading sites.  Service projects  Used book sales (libraries, bookstores, thriq shops, garage and yard sales...)  Free book sites like http://freekidsbooks.org/  E-- ‐bay (search specific authors, topics, children’s books, young children’s books, big books...)  Printed song lyrics with kid illustrations or Flickr images.  Youtube read-‐alouds (text visible)...  And... Can even publish your own books made by students in the classroom

Building a 1500 book classroom collection on the cheap

 What is it? -The marks, scribbles, lines, and randomly selected letters of inexperienced writers that precede and develop into conventional writing over time.  During emergent writing students are learning: –how to use a “pencil” –experiment and construct understandings –that writing is communication –to represent their ideas

Emergent Writing

 Provide students with tools and materials to: –Write with: (alternative) pencils –Write on: (alternative) paper  Help students to understand: –What writing is: written communication –How and why to write-Models and interaction

Supporting Emergent Writing Growth

aaaaaaaaaaaaaaabbbbbbbc ceeeeeeefffffffffffffffg ggggiiijjkkmooqtxxxxxxxy Going to the Movies

iszfijkm

Meeting Steffi in Greensboro

ac dad jk kk m m r r rs u u uwz begh jj j m vv w

My New Remote Control Dinosaur

gme fjw

Bingo!

Students should not be required to demonstrate that they can use technologies before they are given a chance to use the technologies

Technologies, media, and materials can dramatically impact literacy demonstrations

Like all students, students with low incidence disabilities need ongoing comprehensive instruction in reading, writing, speaking, listening, and language.

Literacy learning requires support across time and environments

 Knowledgeable Others  Interactive communication and participation  Repetition with Variety  Cognitive Engagement  Cognitive Clarity  Personal Connection with the Curriculum  Comprehensive Instruction  Significant Time Allocation (approx 2.5 hrs/day)  High Expectations and Low Standards

Conditions that support universal literacy success

 “The emerging picture...is that ten thousand hours of practice is required to achi eve the level of mastery associated with being a world-‐class expert— in anything. In study after study, of composers, basketball players, fiction writer s, ice skaters, concert pianists, chess players, master criminals, and what have yo u, this number comes up again and again....no one has yet found a case in whic h true world-- ‐class expertise was accomplished in less time. It seems that it takes the brain this long to assimilate all that it needs to know to achieve true mastery.” –Daniel Levitin, neurologist, This Is Your Brain on Music The emerging picture...is that ten thousand hours of practice is 2 hrs./day X 180 days = 360 hrs. = 27.8 yrs. 2.5 hrs./day X 180 days = 22.2 yrs. 2 hrs./day X 365 days = 730 hrs.= 13.7 yrs

Final, and Critical, Consideration: The 10,000 Hour Rule

August 26, 2015 Workshop summary Books for borrowing

 You’re Going To Love This Kid

• Link is from a 2009 presentation and includes a

Top 10 list

 “inclusion is not the space it is the spirit”  “100% for 100%”  5 strategies for K-12 Classrooms

 Moving – music, brain breaks  Frequent changes to learning state  Support for behavior struggles  Resources:

 www.gonoodle.com  www.brainbreaks.blogspot.com  www.differentiationdaily.com

 1-2-3 Ping Pong

 Increase communication access, practice and supports with dollar store ideas  Teach all students to use AAC devices  Create communication opportunities – conversation starters  Hand ndou

• ut:

 Communication Opportunities Across the School Day  Language Matters

 Help with:

• Routines
• Participation
• Learning new skills
• Speech / communication skills

 Resources:

• www.youtube.com
• www.teachertube.com
• www.modelmekids.com
• http://amy-laurent.com (caution typing URL)
• http://www.videojug.com/

Referen ference: : McGinnity, Hammer, & Ladson, 2011: Lights! Camera! Autism

Refere ference nce: From Tarantulas to Toilet Brushes, Mary Ann Winter-Messiers, 2007 Handout: ut: 10 ways

Engagement with SIA may result in SENSORY: improved processing EMOTIONAL: Lower anxiety SOCIAL: More interaction ACADEMIC: higher motivation COMMUNICATION: Focus conversation, advance vocab EXEC FUNCTIONING: Improved focus, memory FINE MOTOR: Higher level abilities working with computers, clay

 Gathering multiple perspectives:

• Student / Family survey
• Strengths and Strategies Profile

 MAPS (Making Action Plans) – 1990s

• All students can learn
• Quality education is a right, not a privilege
• Literacy outcomes for all
• Creative alternatives available

 Short form outline  Inclusion BC

• Strength based approach

 looking at what works and building opportunities

• 4 Q’s

 What contexts, situations, environments is student successful?  When does the student perform well?  What opportunities to present knowledge/understanding of age-appropriate content  When does student interact with peers in meaningful ways?

• Handout

ndout: Student Observation

Marian Biggins SAPDC (Se See separate arate PDF file le in blog

• g post)

t)

What could work for you?

Like? Share

Ideas to implement? What are you going to try?

Sample Learning Plan Ready to Program!

 identify a student still needing a learning plan

for the 15-16 year

 Gather student/family for perspective  Meet with teachers – draft brand new learning

plan

 Bring sample learning plan with you for

program-a-palosa to implement in second semester