CURRICULUM/PARENT NIGHT - Consolidated School … Services/SNAP Curriculum Night... · STAR...
-
Upload
nguyencong -
Category
Documents
-
view
216 -
download
0
Transcript of CURRICULUM/PARENT NIGHT - Consolidated School … Services/SNAP Curriculum Night... · STAR...
AGENDA
STAR Curriculum quick review
Technology in the classroom
PECS
Family Resources
Art/Music
Conferences/Workshops for parents
STAR
2009-2010 – Pilot STAR in Special Needs and Autism
Program (SNAP) through ARRA funds
2010-2011 – Full implementation in SNAP program
and District wide special education staff
trained Pre school-HS
2011-2012 – Program expanded to Chesak, Martin,
Heineman, HS
2012-2013 – Goal District STAR coach
ONGOING PROFESSIONAL DEVELOPMENT
Initial Comprehensive Training = 2 days
Refresher Training = 1 day
Parent presentation at PAC
On site coaching = 3-4 days per year In addition to attending a workshop, staff receives hands-on
consultation services:
Program / Classroom set-up
Individual Student Program set-up
Student Assessment
Hands-on work with students to provide training to staff
Small group staff training at the site (before and/or after hands-on training)
Research-based Instructional Strategies Used in the STAR Program
DISCRETE TRIAL TRAINING
PIVOTAL RESPONSE TRAINING
FUNCTIONAL ROUTINES
STAFF OUTCOMES
Lesson plans can be easily tailored to meet the needs of individual students.
Student Learning Profiles enable educators to plan lessons for each student and document progress for IEPs.
“One big positive outcome that I can see is uniformity in how we cue students, for example, across classrooms we say “Walk with me” or “Come Here” and that can help students to transition between people and classrooms, because similar cues are being used across settings.”
“A big positive for teachers is the support of the curriculum and scope and sequence. The curriculum is invaluable in helping us decide what pre-skills are necessary as foundation for higher level skills. This is very helpful when explaining to parents about student progress and when determining IEP goals for students.
The consultation of the STAR trainers has been wonderful and their assistance with individual students and general classroom routines has meant a lot.
Improved ability to demonstrate progress through organized and consistent data collection across the 4 different classrooms
Well-defined scope and sequence
STUDENT OUTCOMES
The program meets the needs of students at various developmental levels with the three levels of the STAR Program
Improved ability to imitate gross motor movements
Improved ability to demonstrate language comprehension for functional objects, pictures, people and concepts (shapes, colors, etc.)
Improved ability to develop language expression through a hierarchy of verbal expression i.e. babbling, sound pairing, verbal imitation, requesting, etc. (PRT)
Supports student engagement in stations and use of positive reinforcement
Students demonstrate mastery of skills before moving on
Students learn to generalize skills within different educational settings
PARENT OUTCOMES
Allows for concrete data to discuss with parents to develop IEP goals and services
Open communication though the use of a data binder
Parents can receive information about the program and strategies from staff. STAR also offer a parent training.
Parents can see mastery of skills and progress from their child.
REFERENCES
References for Teaching Functional Routines:
Falco, R., Jansen, J., Arick, J. and M. Deboer (1990). J. B.
Ganz (2007), R. Lovannone, G., Dunlap, H. Huber, and D. Kincaid (2003), B.T. Ogletree, T. Oren, & M.A.
Fisher (2007), Brown, Evans, Weed, & Owen, (1987). Cooper, et. Al., (1987). McClannahan & Krantz, (2000). Olley, (1987). Arick, J., Young, H., Loos, L., Krug, D., Gynse, M., and Johnson, S. (2003).
References for Pivotal Response Training:
Koegel, R., O=Dell, M., & Koegel, L. (1987). Koegel, R., Schreibman, L., Good, A., Cerniglia, L., Murphy, C., & Koegel, L. (1989). Laski, K., Charlop, M., & Schreibman, L. (1988). Schreibman, L., & Koegel, R. (1996). Pierce, K., & Schreibman, L. (1997). Arick, J., Young, H., Loos, L., Krug, D., Gynse, M., and Johnson, S. (2003), Hupp and Reitman (2000).
References for Discrete Trial Training:
Krug, D., Arick, J., Almond, P., Rosenblum, J., Scanlon, C., &
Border, M. (1979). Krug, D., Rosenblum, J., Almond, P., & Arick, J. (1981). Leaf, R., & McEachin, J., (2000). Lovaas, O. (1981). Lovaas, O. (1987). Smith, T. (2001). Arick, J., Young, H., Loos, L., Krug, D., Gynse, M., and Johnson, S. (2003).