Middle and High School Citywide Autism Curriculum Project 2008 Contact: Cynthia Callanan firstname.lastname@example.org History • Evolution of the Citywide ASD Program • District Mandate • Collaboration – May 2006 Staff Development – 2007 Summer Task Force – Multi-disciplinary High School Task Force Purpose • Student outcomes • MN State Standards • Framework and resources for ASD teachers • ASD program expectations Purpose • • • • Uniformity Data collection Training for new teachers Parents Research based • Sigma 10 • Michelle Garcia Winner • Kari Dunn Buron Baron-Cohen 2006 Frith 1985 & 1989 Klin, Schultz and Volkmar 2003 Thompson 1991 • National statistics • Brenda Smith Myles, et al Skills in Order of Importance • Social Skills – how to engage social interactions. • Daily Living Skills. • Understand Self, especially as it relates to emotional/sensory needs. • Problem Solving Skills. • Academic content. What We Have • Framework Classic ASD IEP-driven diploma Credit-driven diploma • Sequence • Course descriptions What We Have (Cont.) • Course Numbers 07421 07 = special education course Middle digit 1-5 = Transition area Last 2 digits =specific course • Reference to Standards • Counselor support • Highly Qualified Teacher Status Resources Available • • • • • • • PIC Saxon Math Kansas Strategies Corrective Reading/SRA Earth and Physical Science books Michelle Garcia Winner Social Skills Books Updated technology (computers, projectors) Mindreading Software • With the technology available in the classroom, teachers are able to project the program onto the large screen to use the program as a group project, as seen in this video. • Students are able to access the software on an individual basis. • Ties in with social skill group work on awareness of the feelings of others, and perspective-taking Citywide Autism Program Course Map Credit-driven Transcript: These students will take a majority of general education academic classes and meet all high school graduation requirements in the content areas. They tend to have one period/day of special education services in the Citywide Autism Program to develop social cognitive skills and organizational skills necessary to meet grade-level curriculum standards. They tend to be college-bound students. This sequence of courses is directed to this specific population. Quarter 1 Quarter 3 Quarter 4 Study Habits Social Success I Adult & Family Living Personal Mobility Study Habits Social Success II Self Advocacy Career Planning Adult & Family Living Social Success III Financial Concepts Social Success IV Personal Rec & Leisure 9th grade High School Foundations 10th grade 11th grade 12th grade Senior Transition Seminar Quarter 2 Self Advocacy Citywide Autism Program Course Map IEP-driven Transcript These students may take some general education classes, but need the support of special education services for developing social cognitive skills, communication skills and adapted or modified graduation requirements. They tend to have two or more periods/day of Special Education services in the Citywide Autism Program. They are likely to continue in Transition Plus Services to receive services until age 21. Course Title: Study Habits I [Post-Secondary Education & Training] 07130 Course Description: In this course students will work on effective study habits and organization skills. Quarter 2- Year One Topics of Study Overview of Academic requirements – My Life Plan Organizational skills Note-taking strategies Preparing for quizzes and tests Meeting expectations for High School writing assignments Attend college fairs Teacher expectations – understanding how that varies from class to class Objectives from Rubrics: Listening well (rubric 2) Paying attention to the Speaker (rubric 3) Following Verbal Directions Well (rubric 5) Following Written Instructions/Procedures Well (rubric 6) Comprehending Written Information Well (rubric 7) Writing clearly and to the point (rubric 8) Presenting ideas in a clear and logical manner (rubric 11) Disagreeing appropriately (rubric 18) Being willing to give and take (rubric 19) Working towards group goals (rubric 21) Making effective decisions (rubric 40) Coming promptly and prepared (rubric 43) Completing tasks on time and to expectations (rubric 45) Taking effective notes (rubric 51) Using computer and internet (rubric 55) Managing an email program (rubric 56) Managing assistive technology devices (rubric 57) Standards Addressed: II. Writing A. Type of Writing, B. Elements of Composition, C. Spelling, Grammar & Usage; III. Speaking, Listening and Viewing, A. Speaking and Listening Suggested Resources: Sticker Strategies, by Michele Garcia-Winner Strategies for Organization, by Michele Garcia-Winner Taking PSAT and other 10th grade college tests, requesting accommodations The Hidden Curriculum: Practical Solutions for Understanding Unstated Rules in Social Situations, by Brenda Smith Myles Inside Out: What Makes a Person with Social Cognitive Deficits Think, by Michele Garcia-Winner [pp. 136-139,142-157 tips for writing assignments] Teach Me Language, by Sabrina Freeman, Lorelei Drake pp. 387-389, 229-241, Companion exercise forms p 92, pp 81-89 Teaching Study Skills & Strategies, by Stephen S. Strichart, Charles T. Mangrum, Patricia Iannuzzi Graphic Organizers and Activities for Differentiated Learning ADHD Primer ADD Hyperactivity Handbook for Schools Spectrum Test Prep Plus Learning Materials, by School Specialty Publications Putting it In Writing - Reports, Letters, Essays, by School Specialty Publications 25 Prewriting Graphic Organizers and Planning Sheets by School Specialty Publications Asperger Dictionary of Everyday Expressions, by Ian Stuart-Hamilton Succeeding in College with Asperger Syndrome, a Student Guide by John Harpur et al College Transition, a Critical Thinking Approach, by Susan Shapiro Online resource: Study Skills http://tis.mpls.k12.mn.us/Study_Skills.html Online resource: Intervention Central http://www.interventioncentral.org Online Resource: Math Online http://www.mathonline.org/ Online Resource: Atomic Learning http://movies.atomiclearning.com/k12/home Online Resource: Nettrekker http://school.nettrekker.com/subject/ Online Resource: World Book Online http://www.worldbookonline.com/wb/Home Online Resource: Dictionary, Rhyming Dictionary, Thesaurus, and more http://www.kplay.cc/reference.html Online article for teachers: Helping Your Child with Organization and Study Skills By: Joan Sedita (1999) http://www.ldonline.org/article/5884 Minneapolis Public Schools Assistive Technology Dept – contact your Occupational Therapist for access to Kurzweil, AlphaSmart or other assistive technology supports. http://www.kurzweiledu.com/kurz3000.aspx And for alphasmart http://www.renlearn.com/neo/ 9th grade Quarter 1 Quarter 2 Quarter 3 Quarter 4 1 English Strategies I → → → 2 Daily Living/Consumer Strategies I → → → 3 High School Foundations Study Habits Self Advocacy Fine Arts People & Places → Exploring Earth Environment → 5 Social Success I → → → 6 Phys. Ed → Personal Rec & Leisure → 1 English Strategies II → → → 2 Daily Living/Consumer Strategies II → → → Personal Mobility → Community Exploration → 4 Exploring Biological Environment → World Cultures → 5 Employment Seminar I → Adult & Family Living → 6 Social Success II → → → 4 10th grade 3 11th grade 12th grade Quarter 1 Quarter 2 Quarter 3 Quarter 4 1 English Strategies III → → → 2 Financial Concepts → → → 3 Exploring Physical Environment → Fine Arts CBVT 4 Our Country Past & Present → Employment Seminar II CBVT 5 Adult & Family Living → Phys. Ed CBVT 6 Social Success III → → → 1 English Strategies IV → → → 2 Financial Concepts → → → 3 Social Success IV → → → 4 Responsible Adulthood /Citizenship → CBVT Personal Rec & Leisure CBVT Employment Seminar III CBVT Senior Transition Seminar 5 6 Personal Rec & Leisure Adult & Family Living Self Advocacy → Citywide Autism Program Course Map Classic Autism IEP-driven Transcript: These students will take few if any general education classes, and need full-day support of special education services in the five transition areas, emphasizing social cognitive skills and communication skills. They are most likely to receive services at Transition Plus Services until age 21. 9th grade 10th grade Quarter 1 Quarter 2 Quarter 3 Quarter 4 Literacy → → → 2 Daily Living/Consumer Strategies I → → → 3 Career Exploration → → → 4 Community Exploration → → → 5 Social Success I → → → 6 DAPE → → → Literacy → → → 2 Daily Living/Consumer Strategies I → → → 3 Career Exploration → → → 4 Community Exploration → → → 5 Social Success I → → → 6 DAPE → → → 1 1 11th grade Quarter 1 Quarter 2 Quarter 3 Quarter 4 Literacy → CBVT CBVT 2 Daily Living/Consumer Strategies II → CBVT CBVT 3 Adult & Family Living → CBVT CBVT → → → → → → → → → CBVT CBVT Daily Living/Consumer Strategies II → 2 CBVT CBVT Adult & Family Living → 3 CBVT CBVT Literacy → → → → → → → 1 4 5 6 12th grade 1 4 5 6 Community Exploration Social Success II DAPE Community Exploration Social Success II DAPE Citywide Autism Program Course Map Middle School Credit – based program These students may take mostly general education classes, but may need the support of special education services for developing social cognitive skills and organizational skills necessary to meet grade-level curriculum standards. They tend to have one period/day of Special Education services in the Citywide Autism Program. They are likely to continue in general education classes in high school with little or no adaptation of curriculum standards as they prepare for post-secondary education in college. Quarter 1 Quarter 2 Quarter 3 Quarter 4 6th grade Orientation to Middle School Study Habits/ Organization Social Skills Health/ Personal Relationships/ Puberty 7th grade Study Habits/ Organization Rec/ Leisure Self Advocacy / Transition Areas Social Skills 8th grade Orientation to High School Study Habits/ Organization Rec/ Leisure/ Personal Safety Social Skills Citywide Autism Program Course Map Middle School IEP - based program These students may take individually selected general education classes, and need the support of special education services for developing social cognitive skills, communication skills, and adapted or modified curriculum standards. They may continue in the autism program in high school with emphasis on the five transition areas, special education classes in academic subjects, and electives in general education. 6th grade 7th grade Quarter 1 Quarter 2 Quarter 3 Quarter 4 1 Orientation to Middle School Study Habits/ Organizational Skills → → 2 Math → → → 3 Social Skills → → → 4 Language Arts Strategies I → → → 5 Rec/ Leisure → → → 6 Social Studies * → → → 7 Keyboarding * Science * Fine Arts * Food Science * 8 Music * Physical Educ * Music * Physical Educ.* 1 Language Arts Strategies II → → → 2 Math → → → 3 Social Skills → → → 4 Study Habits/ Organizational Skills Self-Advocacy/ Transition Areas → Rec/ Leisure 5 Science/ Health → → → 6 Community → → → 7 * * * * 8 * * * * 8th grade Quarter 1 Quarter 2 Quarter 3 Quarter 4 1 Language Arts Strategies II → → → 2 Math → → → 3 Social Skills → → → 4 DAPE → → → 5 Health → → → 6 Community → Orientation to HS → 7 * * * * 8 * * * * Citywide Autism Program Course Map – Middle School Classic ASD – IEP program These students may take elective general education classes, and need the support of special education services for developing social cognitive skills, communication skills, and adapted or modified curriculum standards. They will continue in the autism program in high school with emphasis on the five transition areas.