implementing a structured teaching program in a public...

Speech & Structured Teaching

Speech and Structured Teaching

Presenters:

Jamie Ware: STEP 1 (K-1st grade) Rachel Williams: STEP 2 (1st-2nd grade)

Beth Heile: STEP 3 (3rd-5th grade)

April 5th, 2011 Institute Day


Overview

1.Basics of Structured Teaching (Jamie Ware)

a. Room Designb.Independent Workc. Rotationsd.Behavior Systems

2.SLPs as Co-teachers (Rachel Williams)a. Purpose & Benefitsb.Strategiesc. Curriculum

3.Connecting STEP (Beth Heile)a. Integration with GenEd b.Program Reviewc. Parent Involvementd.Community Outreach


Notes:


Structured Teaching 101Presented by: Jamie Ware

Room Layout: Room divided into skill areas Areas are physically defined Picture/text support as needed Partially based on the TEACCH

methodology

Photo of the book area in the STEP 3 classroom ** View “Tour of Room” movie here **


Notes:


Independent Work Differentiated to each student Independent application of skills learned Students revisit and maintain mastered skills

Examples of different independent work setupsMaximum support Moderate supports

- one student per work area- physical and visual structure

- 1-2 students per work area- reduced physical & visual structure



Examples of different independent work setupsMinimal support Independent work in GenEd

- small pod work area- Work systems are closest to GenEd

-Typical desk setup in GenEd- Modified by STEP as needed



Rotations: 15 minute blocks Students rotate to a new table when the timer

rings Tables are run by teacher, SLP, and/or assistant Used to teach curriculum and concepts

Still shot of a student checking his schedulebetween rotations.

** View “Rotations” movie here **


Notes:


Behavior Management Green/Yellow/Red

- Green = school appropriate behaviors- Yellow = warning- Red = not school appropriate behaviors

Red behaviors incur a consequence (individualized to the needs of the student)

Green behaviors can be additionally supported by rewards/incentives

Still shot of a student receiving a consequence asa result of a red behavior


Notes:Notes:


**View “Behavior Mgmt” movie here **SLPs in a Co-taught Model

Presented by: Rachel Williams

Purpose and Benefits: Provide a more comprehensive learning

environment Collaborative, knowledge sharing

relationship between SLP and Special Education teacher

Provide SLP services in a meaningful, functional context in a naturally occurring environment


Notes:


SLP’s Role Shift:- Child-specific objectives/goals- Curriculum- Transactional support

Still shot from a science group, led by an SLP, that taught curriculum, critical thinking, and social language

concurrently

**View “SLP Roles” movie here **


Notes:


Strategies used in a co-taught model:1. Direct instruction2. Observation3. Social Stories4. Role playing5. Pre-teaching6. Modeling7. Discussions8. Incidental teaching9. Sabotage


Notes:


Cooking combines a wide variety of strategies and disciplines


Reading: Harcourt StorytownMath: HSP Math

Reading: SRA Reading MasteryMath: SRA Connecting Math Concepts

* See following page

Tier 3

Tier 2

Tier 1



Tier 3 Curriculums Reading Math

• Edmark• Attainment’s Early Literacy Skills Builder • “We Both Read” series

Communication (writing and social)

• Touch Math• STAR Program• Ready-2-Learn

• STAR Program• Handwriting Without Tears • Attainment’s High Priority Vocabulary Curriculum


b. Adapting Curriculum a. Incorporate student interests/needs (see figure 1)

b. Create an environment of predictability (see figure 2)c. Collaborate with general education (see figure 3)d. Utilize technology

Figure 1 Figure 2


• STAR Program• Handwriting Without Tears • Attainment’s High Priority Vocabulary Curriculum



Incorporating a student’s love of Star Wars to teach elapsed time

Mini-schedules used within a task to increase predictability


Figure 3

Same 2nd grade lesson from GenEd (researching African animals) differentiated at three levels

- handwritten sentences- single word

descriptions

- Typed sentences- Multi-word descriptions

- description of animal using photos and Boardmaker pictures



Differentiating through technology: Used as a tool for differentiation

examples: iMovie Smart boards FlipCams Skype Google Chat iPad grant Teachtown

Utilize video modeling for self-evaluation Students are able to view themselves

through video to help learn skills Video modeling can be used for both

academics and social skills


Notes:


** View “Vocab Movie Credits” movie here**

Student’s 1st vocab scores = 15% correct

Vocabulary words were then presented as movie credits on the smart board with music (utilizing the student’s love of movies and ability to memorize movie credits). Vocab “movie” was 45 seconds long.

Student’s 2nd vocab scores = 85% correct


Notes:


Connecting STEP(presented by Beth Heile)

Steps of Integration Planning

Action When?

1. Determine GenEd teacher Spring the year before

2. Hold integration meeting Within the first 10 days of school

3. Determine collaboration withGenEd As needed on a regular schedule

4. Hold winter integration meeting Within two weeks after winter break

5. Review progress Annual IEP meeting

Integration Meetings:



Fill out planning form:- Determine areas that are a strength (“4” or

higher)- Consult with GenEd teacher to find activities

that match strengths Write up integration plan

- What and when? Amend IEP Meet again in January to review/amend plan


Notes:

Notes:


Integration Process:

1. Stage 1 – Child visits GenEd room when it is empty

2. Stage 2 – Child visits and observes GenEd room when it is occupied during a targeted integration time

3. Stage 3 – Begin pre-teaching routines and academic material in STEP - continue observations.

4. Stage 4 – Child will participate for a limited time with TA support as needed.

5. Stage 5 – Length and independence increased.

What you didn’t know about integration: All STEP students are integrated at some

level- Some use STEP as a homeroom only


Notes:


Integration can both increase and decrease over the course of a year Backwards integration

- GenEd come to STEP- GenEd students can also benefit from practice, small group instruction, and/or

structure

Example of backwards integration: 5th graders conducting science experiment in STEP 3

** view “backwards integration” movie here **

Program Review:



1. Weekly problem solving meetings Mirrors GenEd weekly meetings

2. Monthly student data review Tier 3 data days Monthly Special Education mtgs.

3. Staff evaluations within STEP and across the district

4. Self-review with FlipCams5. One day per month of integration time

Observing /data collection in GenEd Meeting with school staff Creating materials / differentiating

curriculum

Parent Communication: Daily communication log:

- Rates the student’s day on a scale of 1-5 across different settings


Notes:


- Provides a opportunity for parents to respond back

STEP blogs:- http://stepmainpage.edublogs.org/

Additional communication:- As needed basis- Weekly phone calls, emails, etc.

Parent Input and Review: Technology to share information

- Email, shared Google docs, videos, etc. Parent observations


Notes:

Notes:

http://stepmainpage.edublogs.org/


- Parents and/or private providers may observe STEP or GenEd - Limited to 1x/trimester

Still shot from parent conference video review

** View “Parent Conference Video” movie here **



Parent Participation

PASK 112 - Partnership Advocacy Support for Kids

- Parent support groups, mentor programs, feedback to D112 staff

PTO- STEP parent liaison to the PTO

Monthly STEP parent meeting- Parents provide input on discussion

topics- Staff and administration attend or

present information Book Reading in the classroom

- Parents sign up for a time slot to read to their child’s class at the end of the day

Room Moms/Dads


Notes:


Community Outreach:

Opportunity Grants – funded by the D112 Foundation

Examples:- High-tech Recreation (implemented, fall 2009)

Used to purchase a Wii for gross motor, social, and cognitive development

- Indian Trail Trading Post (implemented, winter 2011) Used to start a small school store run by the older

STEP students- Library of Learning Differences (implemented, winter

2011) Used to purchase books for all school staff on

behaviors, sensory concerns, and differentiation

Still shot of STEP students using the Wii


Notes:


** View “Wii clips” movie here **

Community Field Trips 1. Highland Park library 2. McDonald’s

3. Local parks 4. Visit from our local mailman

** View “McD” movie here **

Example of student working on communication skills on a field trip to McDonald’s


Notes:


Walk for Autism:

STEP by STEP team raised money for the last two years (over $5,000 in 2010)


Notes:

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