Middle and High School Citywide Autism

Curriculum Project 2008

Contact: Cynthia Callanan

cynthia.callanan@mpls.k12.mn.us

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 0742107 = 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 2 Quarter 3 Quarter 4

9th grade High School Foundations Study Habits Social Success I

Adult & Family Living

10th grade

Personal Mobility Study Habits Social Success II Self Advocacy

11th grade

Career Planning

Adult & Family Living Social Success III

Financial Concepts

12th grade

Senior Transition Seminar Self Advocacy Social Success IV 

Personal Rec & Leisure

Citywide Autism Program Course MapIEP-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] 07130Course Description: In this course students will work on effective study habits and organization skills.

Quarter 2- Year One

Topics of StudyOverview of Academic requirements – My Life PlanOrganizational skills Note-taking strategiesPreparing for quizzes and testsMeeting expectations for High School writing assignmentsAttend college fairsTeacher 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-WinnerStrategies for Organization, by Michele Garcia-WinnerTaking PSAT and other 10th grade college tests, requesting accommodationsThe Hidden Curriculum: Practical Solutions for Understanding Unstated Rules in Social Situations, by Brenda Smith MylesInside 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 81-89Teaching Study Skills & Strategies, by Stephen S. Strichart, Charles T. Mangrum, Patricia Iannuzzi Graphic Organizers and Activities for Differentiated LearningADHD PrimerADD Hyperactivity Handbook for SchoolsSpectrum Test Prep Plus Learning Materials, by School Specialty PublicationsPutting it In Writing - Reports, Letters, Essays, by School Specialty Publications25 Prewriting Graphic Organizers and Planning Sheets by School Specialty PublicationsAsperger Dictionary of Everyday Expressions, by Ian Stuart-HamiltonSucceeding in College with Asperger Syndrome, a Student Guide by John Harpur et alCollege Transition, a Critical Thinking Approach, by Susan ShapiroOnline resource: Study Skills http://tis.mpls.k12.mn.us/Study_Skills.htmlOnline resource: Intervention Central http://www.interventioncentral.orgOnline Resource: Math Online http://www.mathonline.org/Online Resource: Atomic Learning http://movies.atomiclearning.com/k12/homeOnline Resource: Nettrekker http://school.nettrekker.com/subject/Online Resource: World Book Online http://www.worldbookonline.com/wb/HomeOnline Resource: Dictionary, Rhyming Dictionary, Thesaurus, and more http://www.kplay.cc/reference.htmlOnline article for teachers: Helping Your Child with Organization and Study Skills By: Joan Sedita (1999) http://www.ldonline.org/article/5884Minneapolis Public Schools Assistive Technology Dept – contact your Occupational Therapist for access to Kurzweil, AlphaSmart or other assistive technology supports. http://www.kurzweiledu.com/kurz3000.aspxAnd for alphasmart http://www.renlearn.com/neo/

Quarter 1 Quarter 2 Quarter 3 Quarter 4

9th grade     1 English Strategies I → → →

2Daily Living/Consumer Strategies I → → →

3 High School Foundations Study Habits Self Advocacy Fine Arts

4People & Places →

Exploring Earth Environment →

5 Social Success I → → →

6 Phys. Ed → Personal Rec & Leisure →

10th grade  1 English Strategies II → → →

2Daily Living/Consumer Strategies II → → →

3Personal Mobility →

Community Exploration →

4Exploring Biological Environment → World Cultures →

5 Employment Seminar I → Adult & Family Living →

6 Social Success II → → →

Quarter 1 Quarter 2 Quarter 3 Quarter 4

11th grade  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 → → →

12th grade  1 English Strategies IV → → →

2 Financial Concepts → → →

3 Social Success IV → → →

4 Responsible Adulthood /Citizenship → CBVT Personal Rec & Leisure

5Personal Rec & Leisure Self Advocacy CBVT

Employment Seminar III

6Adult & Family Living → CBVT

Senior Transition Seminar

Citywide Autism Program Course MapClassic 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.

Quarter 1 Quarter 2 Quarter 3 Quarter 4

9th grade        1 Literacy → → →

2 Daily Living/Consumer Strategies I → → →

3 Career Exploration→ → →

4 Community Exploration→ → →

5 Social Success I→ → →

6 DAPE→ → →

10th grade     1 Literacy→ → →

2 Daily Living/Consumer Strategies I→ → →

3 Career Exploration → → →

4 Community Exploration → → →

5 Social Success I → → →

6 DAPE → → →

Quarter 1 Quarter 2 Quarter 3 Quarter 4

11th grade     1 Literacy → CBVT CBVT

2Daily Living/Consumer Strategies II → CBVT CBVT

3 Adult & Family Living → CBVT CBVT

4Community Exploration

→ → →

5Social Success II

→ → →

6DAPE

→ → →

12th grade    1    CBVT CBVT

Daily Living/Consumer Strategies II →

2 CBVT CBVT Adult & Family Living →

3 CBVT CBVT Literacy →

4Community Exploration

→ → →

5Social Success II

→ → →

6 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 gradeOrientation to Middle School

Study Habits/ Organization

Social SkillsHealth/ Personal Relationships/ Puberty

7th grade Study Habits/ Organization

Rec/ LeisureSelf Advocacy / Transition Areas

Social Skills

8th gradeOrientation 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.

Quarter 1 Quarter 2 Quarter 3 Quarter 4

6th grade 1 Orientation to Middle SchoolStudy 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.*

7th grade 1 Language Arts Strategies II → → →

2 Math → → →

3 Social Skills → → →

4Study Habits/

Organizational SkillsSelf-Advocacy/Transition Areas

→ Rec/ Leisure

5 Science/ Health → → →

6 Community → → →

7 * * * *

8 * * * *

Quarter 1 Quarter 2 Quarter 3 Quarter 4

8th grade 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.