increasing academic expectations with the alternate ... · basic tenets of communication...
TRANSCRIPT
2/20/2015
Increasing Academic Expectations with the Alternate Eligible Content:
Increasing Communication/Language Expectations
Learner Outcomes
Identify potential ways to identify students’ preferred modes to receptively and expressively communicate
Describe language expectations within the alternate eligible content
Identify opportunities for integrating language and communication throughout academic instruction aligned to the alternate eligible content
Participants will:
1
2/20/2015
Identifying and Fostering Expressive and Receptive Modes of Communication
Basic Tenets of Communication
Essential Components of Communication
General Considerations for Eliciting Communicative Behavior
Motivational Principles
Basic Tenets of Communication
Communication is a social and learned behavior
Appropriate communication functions enable the student’s productive participation in interactions with others
Communicative acts can be produced in a variety of ways using diverse means
Effective communication intervention must modify the physical and social elements of environments to invite, accept and respond to communicative acts
Westling and Fox, 2010
2
2/20/2015
Essential Components of Communication
Form: The ways or means to communicate
Content: Something to communicate about
Intent: A reason or purpose to communicate
Other Communicative Imperatives:
Someone to communicate with
An opportunity to communicate
General Considerations for Eliciting Communicative Behavior
Gain proximity
Be responsive to what the child is trying to “say”.
Accept and respect the student’s current mode of communication
Ensure that the child has an ongoing means to communicate in all settings
3
2/20/2015
Ideas for Communicative Modes and Media
Words: vocal signals
Tactual, Kinesthetic, Proprioceptive cues
Visual signals
Gestures
Sign language
Real life objects
Photographs of objects
Representational objects
Tangible symbols
Line drawings
Commercial photographs
Black and white or color picture symbols
Printed words
Voice output devices
Writer, 2015
Motivational Principles
Provide choices
Intersperse known and new targets within the student’s communication display
Reinforce and respond to all functional communication attempts by the student
Enhance the student’s social and instructional environments and opportunities to communicate
Provide natural and planned reinforcement
Make communicating and learning fun!!!
4
2/20/2015
The Role of Curriculum and Standards in Communication
Intervention
Grades 3-8: Math and Reading/ELA PA Alternate Assessment
PA Core Standard
Assessment Anchor
Assessment Descriptor
PSSA Eligible Content
PASA
Alternate Eligible Content
5
2/20/2015
Grade 11: Math and Reading/ELA PA Alternate Assessment
PA Core Standard
PASA Alternate
Eligible
Content
Alternate Eligible Content: Grade 5 ELA
Informational Text PA Core Standard E05.B-C.3.1.2 CC.1.2.5.I Integrate information from
several texts on the same topic to demonstrate understanding of that topic
Eligible Content (PSSA) E05.B-C.3.1.2 Integrate information from several texts on the same topic in order to demonstrate subject knowledge.
Alternate Eligible Content (PASA) E05.B-C.3.1.2.a Identify key details from multiple sources on the same topic.
Integrate information becomes identify key details
Several texts becomes multiple sources
Same topic remains consistent
Demonstrating subject knowledge is dropped
6
2/20/2015
Essentialization
Alternate Eligible Content (PASA) E05.B-C.3.1.2.a
Identify key details from multiple sources on the same topic.
Point to one key detail in a picture about a familiar, real life topic
Select a key detail from a choice of three. Use 2 sources (a photo and a video) on the same familiar, real life topic
Name 2 key details from 3 sources (internet search, youtube video, newspaper article) about a current event
Resources for Vocabulary and Content
7
2/20/2015
Example - Reduce Vocabulary
ELA
Character - A person, animal, or inanimate object portrayed in a literary work
Replace character with
Person
Familiar People
People vs. other things
Math
Equation - A mathematical sentence or statement relating two equal expressions. When written in mathematical notation, an equation always contains an equal sign (=).
Replace equation with
Equals
Matches
Same
Like
Vocabulary Activity
Vocabulary (Math and ELA)
Definition from the PA glossaries
Reduce the complexity of the vocabulary
Consider a student (s) in your classroom: Identify common, high frequency words they currently use.
8
2/20/2015
Vocabulary Activity Math
Difference - The result when one number is subtracted by another number (i.e. the “answer” to a subtraction computation). Unless otherwise specified, it may be assumed that the difference is the absolute value of the subtraction (e.g. the difference of 3 and 7 and the difference of 7 and 3 are both the same)
Replace difference with Take away
Total numbers between Less
ELA/Reading
Theme - A topic of discussion or work; a major idea broad enough to cover the entire scope of a literary work. Atheme may be stated or implied. Clues to the theme may be found in the prominent and/or recurring ideas in a work.
Replace theme with
What’s the story about?
What’s the big idea?
What’s the take away?
Identifying Opportunities for Integrating Communication Throughout Instruction Aligned to the Alternate Eligible Content
9
2/20/2015
Define
Design
DetermineDirect Instruction
Data
Defining Instructional and Communication Goals Determine alternate eligible content focus for students
Define each student’s communication goal
Define each student’s instructional target related to alternate eligible content (as written oressentialized)
Define the mastery criteria for this student
Define
Design
Determine Direct
Instruction
Data
10
2/20/2015
Ask Yourself… What do I want my student to…
Know
Understand
Do
…with what I am teaching him/her?
Define
Design
Determine Direct
Instruction
Data
Designing Lesson and Classroom Environment
Seating
Access to communication system
Access to instructional materials
Access to the vocabulary required for the lesson
Access to generative vocabulary that allows description
Methods of student engagement in lesson
Define
Design
Determine Direct
Instruction
Data
11
2/20/2015
Determining Teaching Techniques
Prompting
Wait time
Modeling
Assessment techniques
Error correction technique
Define
Design
Determine Direct
Instruction
Data
Determining Student’s Means of Response and Participation
Aided Communication
Unaided Communication
Total communication
Define
Design
Determine Direct
Instruction
Data
12
2/20/2015
Determining Instructional Delivery
Determine Formative Assessment
Consider questioning and timing techniques for each student, including students who use Augmentative Alternative devices
Have a plan for communication breakdown for each student, including the student who uses Augmentative and Alternative devices
Define
Design
Determine Direct
Instruction
Data
Determining Modeling of Language
Set system in place for modeling language/vocabulary for student during instruction:
Who?
What?
How?
When?
Define
Design
Determine Direct
Instruction
Data
13
2/20/2015
Determining Adults’ Roles
Determine each adult’s role in the student’s instruction and communication.
Share detailed implementation plans to help all adults know the expectations for daily practice.
Ensure that all adults understand that measurable and observable means selected for each student are designed to “show what they know”
Define
Design
Determine Direct
Instruction
Data
Direct Instruction
Teach the targeted goal aligned to the alternate eligible content with predetermined teaching techniques.
Follow implementation plan made from the ‘define,’ ‘design’ and ‘determine’ phases of startup.
Define
Design
Determine Direct
Instruction
Data
14
2/20/2015
Data to Collect Progress on standards-aligned goals by defined
mastery level
Data on student acquisition of the instructional targets throughout the lesson
Data on prompting hierarchies
Types and answers from questioning techniques
Skills in underlying language/vocabulary comprehension
Communication partner behavior
Define
Design
Determine Direct
Instruction
Data
5 Rules for Success Tomorrow! 1) Communication goals are integrated into instruction
aligned to the alternate eligible content and instructional routines.
2) Communication systems are present/known to all and used in every situation.
3) Vocabulary targets and goals are known and discussed among all staff.
4) Communication systems do not get taken away for “misuse”.
5) All communication partners know questioning and prompting techniques.
15
2/20/2015
Learner Outcomes
Identify potential ways to identify students’ preferred modes to receptively and expressively communicate
Describe language expectations within the alternate eligible content
Identify opportunities for integrating language and communication throughout academic instruction aligned to the alternate eligible content
Participants will:
Thank you to our teacher reviewers:
Ali Cox Westmoreland Intermediate Unit #7
Lesley Herman Neshannock Township SD
Joe Sciullo Riverview Intermediate Unit #6
Kristin Szewczyk Intermediate Unit #1
16
2/20/2015
Additional thank you to:
Elizabeth Christopher M.S. CCC-SLP/L Educational Consultant PaTTAN State Lead: Speech and Language
John Dellegrotto, Ed.D. Educational Consultant TLC Associates (Teaching, Learning, Curriculum)
Act 48 participants
Reminder to clink on the link provided at the registration page and complete today’s survey with questions and enter today’s code.
To receive Act 48 (4 hours), you must attend all four sessions ‘live’ and complete the surveys following each session and enter the attendance code
17
2/20/2015
Contact Information www.pattan.net
Sharon L. Leonard
Commonwealth of Pennsylvania
Tom Wolf, Governor
18