KISN Newsletter - TEACCH Transition Assessment Profile Curriculum ...
ONLINE NEWSLETTER
DECEMBER 2011
NOVEMBER 2011
TEACCH Transition Assessment Profile Curriculum Project by Rebekah Helget, Regional Autism Consultant Three years ago, having never conducted a “transi4on” assessment, I had very li9le confidence in my skills in assis4ng Mary Woodworth, KISN Transi4on Coordinator, administer the TTAP Formal Assessment to a very ‘high needs’ student with Au4sm. However, the informa4on gathered from that assessment, paired with the TTAP Informal lorem ipsum dolor met set Assessment components, quamin nunc resulted the mparum ost purposeful and prac4cal transi4on plan that I had ever read. ALer this assessment experience, my mo4va4on rela4ng to transi4on and defining “independence” for individuals quickly became a high interest area and a passion of mine. I also realized that I needed to get other professionals involved who could assist me with ideas for implementa4on, related to the many possibili4es of how using TTAP results could change outcomes for Secondary
2009
students. I invited an Occupa4onal Therapist and a School Psychologist to join me in a9ending a Regional TTAP training, offered by KISN, in Emporia, September of 2010. Crea4ng a new approach to transi4on planning for our district was our first goal. Emphasizing and imbedding visual supports for independent func4oning for all students was our second goal. Upon our return home, the School Psychologist at South Middle school created a list of all 8th grade students who would benefit from the TTAP Formal Assessment; the Occupa4onal Therapist and I began conversing with South High School’s Principal, Linn Exline, and some of the SPED teachers about the importance of differen4a4ng and modifying instruc4on through the use of visual structure. These conversa4ons led to a search for a curriculum that could be used in the middle and high school programs. Linn was highly responsive of the
idea of aligning curriculums and assessment, and was instrumental in brainstorming ideas for a training that would blend a brief introduc4on to au4sm, the TTAP Informal Assessment tools, Structured Teaching, and Task Analysis, for Special Educa4on and regular educa4on teachers and Paraprofessionals for both Middle/High School buildings. The training was so well received and the informa4on presented found to be so meaningful that Linn requested the ini4al two days of training be extended to a third day. Currently, the TTAP Informal Assessments are ini4ated on all Func4onal Learning Classroom students when they enter 6th grade and in the 8th grade the Formal Assessment is given. Megan Consbruck, a FLC teacher, at South Middle school made the statement, “I finally feel I have a tool that helps me bridge transi4on in a more concrete way.” A South High school
The Kansas Instructional Support Network is partially funded through Part B funds administered by the Kansas State Department of Education's Special Education Services. KISN does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Deputy Director, Keystone Learning Services, 500 E. Sunflower, Ozawkie, KS 66070, 785-876-2214.
www.KansasASD.com
ONLINE NEWSLETTER NOVEMBER 2011
Ferhoncus de plub Omare foremne Lemacord Promwn
DECEMBER 2011 Trenz Pruca Aliquam de Mantis
Urna Semper Chauncey de Billuptus
Cras Maecenas Curabitur Leo
Leo Praesen Mauris Vitaequam
Orci Aliquam Vivamus Nunc
Tortor Rasellus Quisque Porta
Diam Nobis Senmaris Calla Ipsum
Nobis Eget Sed accumsan Libero
Urna Sodales Aliquam Mattis Felis
Eget Toque Aliquam de Manti
Fermen Pede Vestibulum Bibendum
Veli Ligula Morbi congue Magna
Fringilla Viverr Seargente de Fermentum
Uam Scelerisque Maecenas Interdum
Odio Pede Eget Purus
TEACCH Transition Assessment Profile Curriculum Project, Cont’d: teacher, Jenni Showman, made the statement, “ The assessment has assisted us with more individualized, purposeful, learning and ac4vi4es related to the student’s strengths and ability vs. the general skills that every student learns.” Although our focus began with the more func4onal students we are beginning to see the need to implement the plan with our Higher Func4oning students with Au4sm, who spend the majority of their day in the general educa4on seang. The soL skills related to voca4onal behavior, independent func4oning, leisure skills, communica4on, interpersonal skills, mobility, and all other environmental factors are the areas that are interfering with successful employment and independent living, aLer gradua4on. Fall of 2011, Salina South High School provided training for paraprofessionals in crea4ng procedural task
analysis, adding visual structure to modified tasks, and a new way to define what ‘independence’ in task comple4on truly looks like. At this 4me, we feel we are s4ll in the “baby stages” of developing our district wide approach to transi4on planning for our students. However, one thing we know for sure is that collabora4on and communica4on between buildings has been made easier because of the use of the TTAP, Structured Teaching, and procedural task analysis in developing, implemen4ng, and measuring individualized goals and benchmarks based on a students strengths, needs and interests. We also know that this collabora4on across grade levels will ul4mately result in quality of life for our student’s futures.
Rebekah Helget
CALENDAR DEC 6, 3:30-4:15PM Webinar Series - Boardmaker & Beyond - Presented by Katie Thomas - Online DEC 13, 3:30-4:15PM Webinar Series - Boardmaker, Advanced Skills - Presented by Katie Thomas - Online
COMING IN JAN, 2012: APPLICATIONS TO OUR WEEK LONG SUMMER INSTITUTE TRAINING AN INTRODUCTION TO STRUCTURE TEACHING. APPLICATIONS WILL AUTOMATICALLY BE SENT TO DIRECTORS, PLEASE CHECK WITH YOUR DIRECTOR FOR MORE INFORMATION AND AN APPLICATION!
The Kansas Instructional Support Network is partially funded through Part B funds administered by the Kansas State Department of Education's Special Education Services. KISN does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Deputy Director, Keystone Learning Services, 500 E. Sunflower, Ozawkie, KS 66070, 785-876-2214.
www.KansasASD.com
DECEMBER 2011
NOVEMBER 2011
TEACCH Transition Assessment Profile Curriculum Project by Rebekah Helget, Regional Autism Consultant Three years ago, having never conducted a “transi4on” assessment, I had very li9le confidence in my skills in assis4ng Mary Woodworth, KISN Transi4on Coordinator, administer the TTAP Formal Assessment to a very ‘high needs’ student with Au4sm. However, the informa4on gathered from that assessment, paired with the TTAP Informal lorem ipsum dolor met set Assessment components, quamin nunc resulted the mparum ost purposeful and prac4cal transi4on plan that I had ever read. ALer this assessment experience, my mo4va4on rela4ng to transi4on and defining “independence” for individuals quickly became a high interest area and a passion of mine. I also realized that I needed to get other professionals involved who could assist me with ideas for implementa4on, related to the many possibili4es of how using TTAP results could change outcomes for Secondary
2009
students. I invited an Occupa4onal Therapist and a School Psychologist to join me in a9ending a Regional TTAP training, offered by KISN, in Emporia, September of 2010. Crea4ng a new approach to transi4on planning for our district was our first goal. Emphasizing and imbedding visual supports for independent func4oning for all students was our second goal. Upon our return home, the School Psychologist at South Middle school created a list of all 8th grade students who would benefit from the TTAP Formal Assessment; the Occupa4onal Therapist and I began conversing with South High School’s Principal, Linn Exline, and some of the SPED teachers about the importance of differen4a4ng and modifying instruc4on through the use of visual structure. These conversa4ons led to a search for a curriculum that could be used in the middle and high school programs. Linn was highly responsive of the
idea of aligning curriculums and assessment, and was instrumental in brainstorming ideas for a training that would blend a brief introduc4on to au4sm, the TTAP Informal Assessment tools, Structured Teaching, and Task Analysis, for Special Educa4on and regular educa4on teachers and Paraprofessionals for both Middle/High School buildings. The training was so well received and the informa4on presented found to be so meaningful that Linn requested the ini4al two days of training be extended to a third day. Currently, the TTAP Informal Assessments are ini4ated on all Func4onal Learning Classroom students when they enter 6th grade and in the 8th grade the Formal Assessment is given. Megan Consbruck, a FLC teacher, at South Middle school made the statement, “I finally feel I have a tool that helps me bridge transi4on in a more concrete way.” A South High school
The Kansas Instructional Support Network is partially funded through Part B funds administered by the Kansas State Department of Education's Special Education Services. KISN does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Deputy Director, Keystone Learning Services, 500 E. Sunflower, Ozawkie, KS 66070, 785-876-2214.
www.KansasASD.com
ONLINE NEWSLETTER NOVEMBER 2011
Ferhoncus de plub Omare foremne Lemacord Promwn
DECEMBER 2011 Trenz Pruca Aliquam de Mantis
Urna Semper Chauncey de Billuptus
Cras Maecenas Curabitur Leo
Leo Praesen Mauris Vitaequam
Orci Aliquam Vivamus Nunc
Tortor Rasellus Quisque Porta
Diam Nobis Senmaris Calla Ipsum
Nobis Eget Sed accumsan Libero
Urna Sodales Aliquam Mattis Felis
Eget Toque Aliquam de Manti
Fermen Pede Vestibulum Bibendum
Veli Ligula Morbi congue Magna
Fringilla Viverr Seargente de Fermentum
Uam Scelerisque Maecenas Interdum
Odio Pede Eget Purus
TEACCH Transition Assessment Profile Curriculum Project, Cont’d: teacher, Jenni Showman, made the statement, “ The assessment has assisted us with more individualized, purposeful, learning and ac4vi4es related to the student’s strengths and ability vs. the general skills that every student learns.” Although our focus began with the more func4onal students we are beginning to see the need to implement the plan with our Higher Func4oning students with Au4sm, who spend the majority of their day in the general educa4on seang. The soL skills related to voca4onal behavior, independent func4oning, leisure skills, communica4on, interpersonal skills, mobility, and all other environmental factors are the areas that are interfering with successful employment and independent living, aLer gradua4on. Fall of 2011, Salina South High School provided training for paraprofessionals in crea4ng procedural task
analysis, adding visual structure to modified tasks, and a new way to define what ‘independence’ in task comple4on truly looks like. At this 4me, we feel we are s4ll in the “baby stages” of developing our district wide approach to transi4on planning for our students. However, one thing we know for sure is that collabora4on and communica4on between buildings has been made easier because of the use of the TTAP, Structured Teaching, and procedural task analysis in developing, implemen4ng, and measuring individualized goals and benchmarks based on a students strengths, needs and interests. We also know that this collabora4on across grade levels will ul4mately result in quality of life for our student’s futures.
Rebekah Helget
CALENDAR DEC 6, 3:30-4:15PM Webinar Series - Boardmaker & Beyond - Presented by Katie Thomas - Online DEC 13, 3:30-4:15PM Webinar Series - Boardmaker, Advanced Skills - Presented by Katie Thomas - Online
COMING IN JAN, 2012: APPLICATIONS TO OUR WEEK LONG SUMMER INSTITUTE TRAINING AN INTRODUCTION TO STRUCTURE TEACHING. APPLICATIONS WILL AUTOMATICALLY BE SENT TO DIRECTORS, PLEASE CHECK WITH YOUR DIRECTOR FOR MORE INFORMATION AND AN APPLICATION!
The Kansas Instructional Support Network is partially funded through Part B funds administered by the Kansas State Department of Education's Special Education Services. KISN does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Deputy Director, Keystone Learning Services, 500 E. Sunflower, Ozawkie, KS 66070, 785-876-2214.
www.KansasASD.com
