Presenter s Guide. Addressing the Common Core State Standards for Learners with Autism Spectrum Disorders

Transcription

1 Presenter s Guide Addressing the Common Core State Standards for Learners with Autism Spectrum Disorders 1

2 Acknowledgements The IDEA Partnership extends appreciation to the National Governors Association Center for Best Practices (NGA Center), and the Council of Chief State School Officers (CCSSO) for their foundational collaborative work and the * Ohio Center for Autism and Low Incidence for support in gathering and enabling cross-stakeholder groups -andacknowledges the contributions of an array of cross-stakeholders in the creation of this presentation. 2

3 Table of Contents Purpose and Format Preparation Presentation/Process Introduction Common Core State Standards Implications for Learners with ASD Characteristics Theory of Mind 15 Central Coherence 18 Executive Function Supplementary Materials Internet Resources ASD Collection Fact Sheet

4 Purpose of this guide: This presenter s guide is intended to support the PowerPoint slides by offering Suggested background readings; Talking points relative to each slide; Suggested activities to enhance learning opportunities for Participants; Tips to facilitate the professional growth experience; and Suggested readings for extension of learning. About the format: There are three distinct sections of this document, Preparation, Presentation/ Process, and Supplementary Materials. The preparation section begins on the following page and includes: Participant objectives; Two suggested agenda/timeframes to help you meet the needs of the audience and/or available time allotment; Support/background materials the presenter may wish to access prior to preparation for presentation; Materials and supplies needed for the presentation; and Equipment needed for the presentation. The presentation/process section follows preparation suggestions and includes: Suggested minutes for information sharing and/or suggested activities for each of the key concepts of the presentation, within each section minutes are enclosed in boxes and intended to be highlighted ahead of time dependent on the overall timeframe selected for the presentation; Slides in miniature, in sequential order, with talking points, o Usually in bulleted format, not intended to be read verbatim, and o Presenter is encouraged to interject his/her own style; Participant activities to enhance learning opportunities, indicated by a vertical line to the left of each activity, o May be carried out as suggested, or o Adjusted to audience and time allotment; Presenter notes to suggest background information or extension readings, noted in bold italic font; Presenter tips to suggest facilitation techniques, noted in bold italic font; and Suggested segue comments to bridge between ideas and/or activities, also noted in bold italic font. The supplementary materials section contains handouts that may be copied and used to support or enhance the presentation. 4

5 CCSS for Learners with ASD Preparation Objectives: Participants will increase knowledge relative to Common Core State Standards (CCSS) Characteristics of Autism Spectrum Disorders that can Impact Access of the Common Core State Standards Matching Interventions Participants will explore Implications for Learners with Autism Spectrum Disorders Agenda/Timing: 60 minutes - Total time for sharing of information, videos and Q & A 40 minutes - Total time for abbreviated information only 60 minutes - Total time for sharing of information, videos and Q & A Suggested time allotments: 3 min Introduction 12 min Common Core State Standards 10 min Implications for ASD 30 min Characteristics and videos 5 min Q & A 40 minutes - Total time for abbreviated information only Suggested time allotments: 2 min Introduction 8 min Common Core State Standards 10 min Implications for ASD 20 min Characteristics 5

6 Support Materials: A wide variety of information is found on the following websites and review prior to the presentation is suggested Common Core State Standards Initiative Autism Internet Modules Assistive Technology Internet Modules Center for Applied Special Technology Universal Design for Learning Center at OCALI National Professional Development Center on Autism Spectrum Disorders Materials and Supplies: PowerPoint slides - or - Overheads prepared from the PowerPoint slides Handout Masters to be copied in appropriate numbers Chart paper and markers Paper and pencils for Participants Equipment: Computer and projector -or- Overhead projector Projection screen Videos Provided: In order to play a video, download it to the computer to be used during the presentation. It can then be played at the appropriate time using the application Quick Time Player, or a similar application on the computer. Be sure to hide the marker slides during the presentation. Be aware that the sound on the video may be amplified according to the size of room or the number of participants. 6

7 CCSS for Learners with ASD Presentation/Process Introduction 3 minutes 2 minute Presenter Tip: The introduction should be very brief and garner interest immediately. The following is a starting point; adapt for the particular audience. Ideas for sharing with participants: Common Core State Standards It is a term garnering much attention in the field of education today Beginning in the spring of 2009, Governors and state commissioners of education from 48 states, 2 territories and the District of Columbia committed to developing a common core of state K-12 English-language arts (ELA) and mathematics standards. These two sets of standards have now been adopted by many states and some territories We will explore how these standards may impact learners with Autism Spectrum Disorders. Presenter Note: This presentation was created through collaborative efforts of many individuals working within the IDEA Partnership. Participants represented a wide-range of roles within the field of education. [noted on slide] Time on this slide is very brief; however, it is important to recognize the work of those who worked to make this presentation accessible to the field and the public. 7

8 Presenter Note: It is important to stress the development of these materials by a group of crossstakeholder representatives. Presenter Tip: The outline slide is presented as an adult learner organizer tool and should not be omitted. Very little time needs to be spent here for the brief presentation. For the expanded presentation, the presenter may wish to configure the bullets to come in one at a time and give the participants a sentence or two about each as a preview of what is to come. * Slide is self-explanatory. Resources o Web addresses for resources are included as a handout 8

9 Common Core State Standards 12 minutes 08 minutes Spring 2009, Governors and State Commissioners of Education from 48 states, 2 territories, and the District of Columbia committed to developing a common core of state K-12 English-language arts (ELA) and mathematics standards State-led and driven initiative from the beginning o Federal government was NOT involved in the development of the standard o Supported by the federal government Race to the Top state grants made acceptance of the CCSS one of the criteria for awards US Department of Education funding the centers developing assessments aligned to the CCSS o States will voluntarily adopt the standards based on the timelines and context in their states Disparate standards had existed across states Foundation to work collaboratively across states and districts * Pooling resources and expertise, to create curricular tools, professional development, common assessments and other materials Student mobility issues across the country Expectations are consistent for all * Not dependent on a student s zip code Skills needed for today s jobs/careers Standards are college- and career-ready * Will help prepare students with the knowledge and skills they need to succeed in education and training after high school Global competition Internationally benchmarked * Help ensure our students are globally competitive Segue: We have looked at who is involved in this initiative; let us now think about the why. The Mission statement of the Common Core State Standards: 9

10 Initiative states well the rationale for CCSS The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy. Presenter Tip: For the longer version, the presenter may choose to configure the bullets to enter one at a time as the notes for each are shared with the participants. * Are clear, understandable, consistent; to help the students, teachers, and parents understand the expectations for demonstration of learning * Aligned with college and work expectations; the intended result of successful k- 12 is a successful adult * Include rigorous content that is relevant in today s world * Ensure application of knowledge through high-order skills * Based on evidence and research in education * Internationally benchmarked, so that all students are prepared to succeed in our global economy and society; and built upon strengths and lessons of current state standards 10

11 Constable, S., Grossi, B., Moniz, A., & Ryan, L. (2013). Meeting the Common Core State Standards for students with autism: The challenge for educators. Teaching Exceptional Children. * Although the CCSS present expectations of what educators should teach, the CCSS allow school districts and educators to decide how they should teach the content, skills, and processes needed to help students reach these high expectations. School districts throughout the country are focusing their energies on aligning their educational programs to the CCSS. Implications for Autism Spectrum Disorders 10 min Presenter Note: This slide serves as an introduction to the impact on learners with Autism Spectrum Disorders. * High-quality, evidence-based instruction what we know from research that works, both for all students and strategies for students who present with a specific skill gap, learning ability/disability List is attached as a resource handout. 11

12 * Accessible instructional materials to address learning modalities; communication issues, etc. *Embedded supports *Universal Design for Learning frontloading planning for instruction to meet the needs of a variety of learners *Appropriate accommodations to ensure access and opportunities to demonstrate learning *Assistive technology to ensure access and opportunities to demonstrate learning Presenter Note: This slide just serves as an example of one table. * There are tables that illustrate specific CCSS that may be challenging in the areas of ELA and math in the resource section Segue: Let us review the criteria for eligibility under IDEA for the ASD category. Presenter Tip: Depending upon the audience, more or less time may be designated to spend on this definition. * IDEA 04 is the federal law that governs the identification, evaluation and 12

13 provision of services to eligible children with disabilities in the public schools. This definition requires that not only must the specified disability (in this case, autism) be present in the child, and generally observable before age three, but that the disability must also be shown to adversely affect the child s educational performance. * The characteristics given are examples; they are not required to be present in each child, nor is this list all-inclusive. The IDEA definition of autism is written broadly to cover the characteristics of Autism, Asperger Syndrome, and Pervasive Developmental Disorder Not Otherwise Specified. * Even though a medical evaluation indicates that the child is identified somewhere along the spectrum, an educational evaluation must still be performed in order to assess the impact (adverse affect) of this disability on the child s educational performance. * Educational programming is determined by the IEP Team, which includes parents. The services are based upon the needs of the individual child, thus there can be no prescribed curriculum and/or services for a child with Autism; each child will require a different and individualized scope and intensity of educational service. * Autism is a complex neurological disorder that affects individuals in the areas of social interaction, communication, and repetitive behaviors or special interests. * According to the CDC, as of June, 2013, Autism and its associated behaviors have been estimated to occur in 1 in 88 births, and it is five times more prevalent among males than females. Autism is a spectrum disorder meaning the symptoms can occur in any combination and with varying degrees of severity. It is also a lifelong disability. 13

14 Characteristics Of Autism that impact CCSS 30 min 20 min Presenter Tip: Simply an overview slide of the topics to be explored in depth. Understanding these theories may help teachers and parents better address the needs of this group as they relate to the new CCSS. Presenter Note: This slide is self explanatory, and serves as an introduction to Theory of Mind. Presenter Tip: Refer to the video information earlier in this Guide if you choose to play and of all of the videos listed below. Be sure to hide this Marker slide. 14

15 Theory of Mind (ToM) videos * Mom practicing facial expressions with daughter with autism *The National Autistic Society UK ad showing a conversation among workers including an individual with autism who does not understand what his colleague is feeling *The National Autistic Society UK ad showing a misunderstanding between a receptionist and a new colleague who has autism Presenter Tip: For the longer version, the presenter may choose to configure the bullets to enter one at a time as the notes for each are shared with the participants. * Individuals with ASD do not understand how their actions or behaviors affect others or how others perceive them. This deficit has implications not only in social interactions but also for instruction in content areas that may ask students to interpret within text the thoughts, feelings, and intentions of characters. Understanding how and why a character behaves in a certain way is critical for accurate comprehension and written narrative related to story text. 15

16 Ideas for sharing with the participants * Slide is intended to serve as an example of a common problem of a learner with ASD that may be evident in the classroom. Segue: We will now examine some resources that are available to address this type of problem. Presenter Tip: If an Internet connection is available and time permits, navigate on the internet to this site and demonstrate. * This is a standard from 2 nd grade ELA Reading Literature, Key Ideas and details. A student with ToM difficulties may struggle with a reading task. See bullet 2 and 3 * Graphic is from an ELA table available in resources. Segue: Now, let us look specific issues that might be addressed using a Theory of Mind approach to problem-solving. 16

17 Presenter Note: Allow as much discussion as time allows. *Talk through the list of questions with the audience. Keep referring back to the ToM information and the standard CCSS ELA Reading Lit Key Ideas and Details 2.3 Describe how characters in a story respond to major events and challenges. * In a classroom where you know the students, you would be able to answer these questions and identify the specific challenges Charlotte presents. Segue: Now let s look at specific interventions. Presenter Note: Stress that the choice of interventions will be dependent upon the informal assessment discussed in the previous slide. * If it is determined that Charlotte struggled with understanding her own emotions, understanding what caused them and how to cope, The Incredible 5 Point Scale could be taught. *Social Narratives of Social Stories and Cartooning/ Comic Strip Conversations can be used for all of the challenges Charlotte is presenting with. * Role playing can be used to help Charlotte understand the perspective of others and to learn how actions and events propel characters actions. * Positive reinforcement can be used to increase Charlotte s motivation to learn these new skills. An example of this would be a token board. * Every time Charlotte identifies emotions of self and others, she gets a sticker on her chart and after earning a certain number of stickers, she gets time to engage 17

18 in a preferred activity. Segue: Now let s move to another characteristic of ASD that may be explained through the concept of Central Coherence. Presenter Tip: This is the second of three characteristics that will be discussed. Another factor to consider, which relates to the new CCSS for students with ASD, is the potential complications that result from weak central coherence. Presenter Note: For the shorter presentation omit this slide and the videos. Move directly to the next slide.. Central Coherence *Uta Frith describing Central Coherence * Steve, an adult with autism, describes his experiences with seeing small details but not the big picture. High Functioning Autism/Autism, Aspergers, Making Sense of the World 18

19 Presenter Note: Slide is selfexplanatory. Presenter Tip: A brief discussion of this classroom situation could be helpful as we move on to specific interventions. Presenter Note: resource chart. A example of a * Here is a standard from 2 nd grade ELA Reading Informational Text, Key Ideas and details. * See bullet * Graphic is from an ELA table available in resources Segue: Now let s examine the informal assessment process. 19

20 * These questions are prompts to identify if José reads, understanding the story as a whole. * If José s responses do not include the critical information, these will become the basis for teaching José these skills that contribute to a cohesive understanding of the story. Segue: Next we will discuss possible interventions. Presenter Note: Interventions discussion time will be based upon the particular audience needs. Social narratives are used to help students describe social situations, highlighting relevant cues. In this situation, the social narrative could be used as a priming activity to prepare the student to attend to several aspects of the story, including the setting, characters, and the salient points of the pirate story. Social Stories are useful to help students attend to social dynamics of a personal setting, or in a story. This method could be used for the student to identify the most relevant components before reading the story, or to summarize 20

21 the important details after reading the story. Cartooning is useful for a student to create his or her own cartoon sequence about the story, summarizing the overall story. The cartoons could be provided by the teacher, or the student could create his/her own drawings. The goal would be for the student to identify the sequence of events that become the story. Visual Supports incorporate a wide variety of options where visual cues are provided to promote skill development. In this setting, and visual supports may include: A map of the pirate journey, with pictures (from the book, or drawn by the student) of the important components of the story, and the student would use these visual cues to see the way the overall story is a result of the pieces coming together to form the story. Pictures about the story for the student to organize in a sequence to re-tell the story. A visual support for the Beginning, Middle, End of the story to help José attend to the entire story, instead of only noticing distinct pieces (i.e., sharks). Segue: Now let s move on to the third characteristic of learners with ASD. Executive Function is a collection of actions that each person uses to direct and regulate oneself to achieve positive outcomes. Executive Function includes the processes listed on this slide in bullet one and can impact the areas listed in bullet two. Understanding that Executive function deficits are not a choice, but a set of skills that can be learned and supported is an important realization for educators. 21

22 Sometimes individuals with Executive Function deficits are said to be lazy or unmotivated, when in actuality the students are struggling with knowing how to break down a large assignment or where to begin on a task or what tools are needed to complete the work. Being able to maintain, retain, and draw on former knowledge can be a challenge that impacts how a student gains common core standards. Presenter Note: Be certain to hide this slide. It is simply a marker for the longer presentations where the video is to be shown. *Executive Function A description of Executive Function and how it impacts success in life and work. Harvard Center Executive Function 22

23 Presenter Note: This is the case study example of Executive Function. Case Study: Jack * Read aloud or give a couple of minutes for audience to read * At this point, there are several processes of executive function that may be a challenge for Jack. Let s move to an informal assessment and try to figure out what might be going on. : Ideas for sharing with participants: * Here is a standard from 2 nd grade ELA Text, Type, and Purpose. * A student with Executive Function difficulties may struggle with a writing task in a variety of ways: see bullet 2 listing 23

24 Ideas for sharing with participants: * Graphic is from an ELA table available in the resources handout Ideas for sharing with participants: * Talk through list of questions with audience. Keep referring back to EF information and the standard: 2.3. Write narratives, in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. In a classroom where you know the students, you would be able to answer these questions and narrow what might be the issues for Jack. Segue: Let s look at the next slide to see how to match interventions to these challenges. 24

25 Ideas for sharing with participants: * Talk through list of questions with audience. Keep referring back to EF information and the standard: 2.3. Write narratives, in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. In a classroom where you know the students, you would be able to answer these questions and narrow what might be the issues for Jack. Segue: Let s look at the next slide to see how to match interventions to these challenges. Ideas for sharing with participants: *If it was determined that Jack was struggling with problem solving the assignment, how to break it down into parts, or how to initiate the task, then a structured work system could be put into place. An example of this would be written directions of the steps to complete a sequencing assignment. *There are several examples of visual supports that could be helpful. If Jack is struggling to problem solve the assignment or break it into smaller parts, then written steps could be provided. If he is having difficulty problem solving, initiating the task, or knowing what details are 25

26 important, then pictures or a video tape of the trip for him to review could be given to him. If it is decided that Jack is having trouble initiating the task or asking for help, then a help or I have a question visual symbol card could be accessible for him. If Jack is struggling with identifying the important details of the field trip, then a list of questions to answer with hints about the trip could be provided. And if the possibility of his anxiety interfering with his ability to work is a problem, then a choice board showing calming activities that he knows how to use can be furnished. * Jack might benefit from the use of graphic organizers like a sequence chart or a First, then, then, last chart to help sequence what happened on the trip. * And Jack will need positive reinforcement to gain his new skills. One example of this would be a token board for completing each step in the task using one of the listed supports and then he earns a reward from his choice board of favored activities. Presenter Note; Slide is self-explanatory. Trainer Tip: Presenter paraphrases and summarizes any discussion. 26

27 CCSS for Learners with ASD Supplementary Materials Handout #1: Internet Resources Handout #2: ASD Collection Fact Sheet 27

28 INTERNET RESOURCES AIM Autism Internet Modules ATIM CAST Ocali UDL Center Assistive Technology Internet Modules Center for Applied Special Technology Universal Design for Learning Center at OCALI (UDL) (Accessible Instructional Materials) NPDC PARCC National Professional Development Center on Autism Spectrum Disorders Partnership for Assessment for Readiness for College and Careers PARCC Accommodation Draft Manual: Smarter Balanced Assessment Consortium PDF with accommodation information: y_factsheet.pdf UDL Center National Center on Universal Design for Learning 28

29 Autism Spectrum Disorders (ASD) Collection What are Autism Spectrum Disorders (ASD)? ASD is a complex developmental disability that typically appears during the first three years of life and affects a person s ability to communicate and interact with others. Autism is defined by a certain set of behaviors and is a "spectrum disorder" that affects individuals differently and to varying degrees. There is no known single cause for autism. ASD is a lifelong disorder with no single cause. What resources are available to practitioners in the collection? A dynamic, comprehensive collection of materials and resources to assist in your understanding of ASD and implementation of appropriate interventions and supports for individuals on the autism spectrum across the lifespan including: PowerPoint Presentations with Presenter s Guides PowerPoints that can be utilized by anyone are provided. The ASD topics covered include: Characteristics; Supports and Interventions; Eligibility; Programming; Functional Behavior Assessment (FBA) Relevance for ASD; Schoolwide Social Emotional Learning; Schoolwide Positive Behavioral Interventions and Supports and Students with ASD: Tips and Tweaks for Effective Schoolwide PBIS for Students with ASD; Transition to Adulthood; High Quality Professional Development for Autism at the District Level; Early Childhood: Transition from Part C to Part B; Autism and Crisis Behavior; and Addressing the Common Core State Standards for Learners with ASD. A separate Presenter s Guide with content and notes is included for each presentation. Glossary - Key terms and acronyms associated with autism spectrum disorders Dialogue Guides - Models for conducting interactive discussions on autism spectrum disorders across stakeholder groups Essential Elements/Guiding Principles/Grounding Assumptions - Unifying beliefs that are the foundation for our collaborative efforts in the area of ASD Resource Listing Extensive list of ASD resources available. ASD Resources The National Community of Practice in Autism Spectrum Disorders works to increase the capacity to provide interdisciplinary, comprehensive, effectively designed programs and interventions. The resources are available to cross stakeholder groups including those who live with or support individuals with ASD and their families. Working together to support our partners in the field 29