Planning Task

/in /by

Designing Task

 

D – Designing Tasks

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  • Designing instructional tasks is done “up-front” with the knowledge of:
  • The general education curriculum (GPS/QCC), including general education outcomes
  • Embedding IEP objectives into activities
  • Access for differing levels of students
  • Use and adaptation of grade-level materials
  • Appropriate instructional strategies
  • Assistive technology
  • Generalization

Designing Relevant Tasks

  • Instructional tasks should be RELEVANT to the student:
  • Pick and choose the most relevant standards/elements

(Not every standard in the general curriculum must be taught for students with significant cognitive disabilities.)

 

  • From these standards, relevant activities can be developed in which to embed IEP objectives

Understanding the Standards

  • Understanding the Standards, and all the parts of the Standards, gives more flexibility to developing tasks, and helps ensure that tasks developed truly align to grade-level standards
  • Be familiar with the different ways standards are written

among the different curricular areas

 

  • Look at all parts of the standard, and use multiple-part

standards to increase opportunities to practice skills and

to increase generalization

 

  • Address each part of a standard when possible. This will

increase the student’s access to the general curriculum,

and bring the student closer in fidelity to the standard.

Access for Different Levels

Students actively access grade-level standards/elements and instructional tasks:

  • Near or at Grade level

 

  • at an Entry or Prerequisite level

 

  • at an Access level

 

Near or At Grade-Level

 

– All parts of the grade-level standard/element are addressed

– Tasks are grade level

Modifications (e.g., more time, less amount of work; more repetition) may be made

– Adaptations are minimal

– Assistive technology may be used

Entry/Prerequisite Level

 

Some parts of the grade-level standard/element are addressed

– Prerequisite skills may be utilized

– A variety of adaptations/modifications are made

– Assistive technology is utilized

Access Level

 

– Some parts of the grade-level standard/element are addressed

– Consistent responses and active participation are the focus

– Adaptations/modifications are extensive

– Assistive technology is utilized extensively

    • IEP objectives continue to be important skills for the student to learn during the school year.

 

    • Objectives need to be embedded within the instructional task, and progress documented.

 

The ultimate outcome of any instructional task for students with significant disabilities should be progress on the skills written in the IEP!

Embed IEP objectives

Additional learning opportunities

  • While IEP objectives embedded in tasks, are the primary focus for instruction, instructional tasks can provide the student with the opportunity to:

 

  • Learn skills or information not specifically outlined within their I.E.P.
  • Enrich or enhance their current knowledge
  • Show a new area of interest
  • Demonstrate a desire to participate in a new activity
  • Indicate preferred materials

The Alignment Rubric

 

Alignment to the Curriculum / Fidelity to the Standard

Materials

  • Students with significant cognitive disabilities need access to a variety of materials that are:

 

  • adapted to meet individual cognitive, sensory, and physical needs

(including the use of assistive technology)

 

    • grade-level and age-appropriate

 

  • Used within the general education curriculum (but with adaptations as needed)
    • Simulated tasks provide the student with opportunities to practice skills within the context of grade-appropriate activities

 

    • The activity itself usually does not occur outside of the classroom environment

 

  • Task demonstrates a purposeful application.

Context:
Simulated Tasks

Context:
Natural Tasks

    • Tasks with a natural application relate directly to real life activities and are purposeful.

 

  • The task itself occurs within the student’s daily routine and/or in various school, home, and community environments.

 

    • Tasks provide the student with opportunities to practice skills within the context of grade-appropriate activities.

 

The Alignment Rubric

 

Use of Aligned Grade-Level Materials / Context

Planning for Generalization

  • Planning for generalization is important.

 

    • Generalization involves using the skill:
    • In different activities
    • With different people (including non-disabled peers and people in the community)
    • Across different settings
    • With different materials

 

  • Generalization gives the student opportunities to practice and demonstrate progress on a particular skill across curricular areas

The Alignment Rubric

 

Generalization of Instructional Activities

Instructional Activity Checklist

Instructional Activity Checklist

Items to check: Yes No NA
GPS/QCC Standards:      
Standard(s) are included and are of appropriate grade level(s)      
Element(s) of the standard(s) are included (if applicable)      
Associated standard(s) are documented (i.e. Math Process with math standards,

Characteristics of Science with each science standard)

      
Complementary Standard(s) are included (optional)      
Learning Goals/Outcomes:      
Learning goal for general education students (general goals) are included      
Learning goals for students with significant cognitive impairments (selected goals)

are included

      
Specific learning goals align (match) with the standard(s)      
Specific goals indicate increasing student competence at the appropriate level      
Student Objectives:      
Objectives are written to allow for active participation in lessons and activities      
Objectives directly align with standard(s) and/or element(s) OR      
Objectives are included to allow for increased trials for practice and generalization

of skill

      
Objectives targeted for instruction within the aligned activity are measurable

AND documentation of skills is addressed

      
Activities:      
Activity focuses on academic content aligned to the grade-level standard(s)

and element(s) stated

      
Activity utilizes grade-level materials      
Activity provides for active participation of all students – Level 1 (At or near grade

level), Level 2 (Entry /Prerequisite Skill), Level 3 (Access Skill)

      
Activity includes consideration for students with varying intellectual, physical, sensory,

communication, and social needs

      
Description of activity is clear, easy to follow, and provides accurate information

on related materials, resources, duration, etc.

      
Activity allows for opportunities for student to progress on IEP objectives      
Information on ways in which generalization can occur (through use of additional tasks,

materials, people, or settings) is included

      
Activity includes opportunities to build on previous knowledge as well as build

new understandings

      
Activity culminates in assessments that are relevant for the student and provide

information for the teacher to use for educational programming purposes

      
Assistive Technology/Adapted Materials:      
Assistive technology/adapted materials needed to complete activity are listed

or described

      
Assistive technology and adapted materials listed include consideration for students

with varying intellectual, physical, sensory, communication and social needs

      
Assistive technology and adapted materials listed enhance the student’s ability to

actively participate and learn in the activity

      

 

 

Instructional Activity Checklist

 

Instructional Activity Checklist:
GPS/QCC Standards

— Standards are included and are of appropriate grade level(s)

— Element(s) of the standard(s) are included (if applicable)

— Associated standard(s) are documented, e.g., Math Process with math standards; Characteristics of Science with each science standard)

— Complementary standard(s) are included (optional)

Instructional Activity Checklist:
Learning Goal / Outcomes

— Learning goals for general education students (general goals) are included

— Learning goals for students with significant cognitive impairments (selected goals) are included

— Specific learning goals align (match) with the standards

— Specific goals indicate increasing student competence at the appropriate level

Instructional Activity Checklist:
Student Objectives

— Objectives are written to allow for active participation in lessons and activities

— Objectives directly align with standards(s) and/or element(s) or

— Objectives are included to allow for increased trials for practice and generalization of IEP skill

— Objectives targeted for instruction within the aligned activity are measurable and documentation of skills is addressed

Instructional Activity Checklist

Instructional Activity Checklist:
Activities

— Activity focuses on academic content aligned to the grade-level standard(s) and element(s) stated

 

— Activity utilizes grade-level materials

 

— Activity provides for active participation of all students:

Level 1 (At or near Grade level)

Level 2 (Entry/Prerequisite Skill)

Level 3 (Access Skill)

— Activity allows opportunities for student to progress on IEP objectives

 

— Activity includes consideration for students with varying intellectual, physical, sensory, communication, and social needs

 

— Description of activity is clear, easy to follow, and provides accurate information on related materials, resources, duration, etc.

Instructional Activity Checklist:
Activities

Instructional Activity Checklist:
Activities

 

— Generalization can occur, e.g., through use of additional tasks, materials, people, or settings

 

— Activity includes opportunities to build on previous knowledge as well as build new understandings

 

— Activity culminates in assessments that are relevant for the student and provide information for the teacher to use for educational programming purposes

 

Instructional Activity Checklist

Instructional Activity Checklist:
Assistive Technology / Adapted Materials

— Assistive technology/adapted materials needed to complete activity are listed or described

— Assistive technology and adapted materials listed include consideration for students with varying intellectual, physical, sensory, communication and social needs

— Assistive technology and adapted materials listed enhance the student’s ability to actively participate and learn in the activity

Instructional Activity Checklist

Items to check: Yes No NA

GPS/QCC Standards:

 

Standard(s) are included and are of appropriate grade level(s)

Element(s) of the standard(s) are included (if applicable)

Associated standard(s) are documented (i.e. Math Process with math standards,

Characteristics of Science with each science standard)

 

Complementary Standard(s) are included (optional)

Learning Goals/Outcomes :

 

Learning goal for general education students (general goals) are included

Learning goals for students with significant cognitive impairments ( selected goals)

are included

 

Specific learning goals align (match) with the standard(s)

Specific goals indicate increasing student competence at t he appropriate level

Student Objectives:

 

Objectives are written to a llow for active participation in lessons and activities

Objectives directly align with standard(s) and/or element(s) OR

Objectives are included to allow for increas ed trials for practice and generalization

of skill

 

Objectives targeted for instruction within the aligned activity are measurable

AND documentation of skills is addressed

 

Activities:

 

Activity focuses on academic conten t aligned to the grade-level standard(s)

and element(s) stated

 

Activity utilizes grade-level materials

Activity provides for acti ve participation of all students – Level 1 (At or near grade

level), Level 2 (Entry /Prerequisite Skill), Level 3 (Access Skill)

 

Activity includes consideration for students with varying intellectual, physical, sensory,

communication, and social needs

 

Description of activity is clear, easy to follow, and provides accurate inf ormation

on related materials, resources, duration, etc.

 

Activity allows for opportunities for student to progress on IEP objectives

Information on ways in which generalization can occur (through use of additional task s,

materials, people, or settings) is included

 

Activity includes opportunities to build on previous knowledge as well as build

new understandings

 

Activity culminates in assessments that are relevant for the student and provide

information for the teacher to use for educational programming purposes

 

Assistive Technology/Adapted Materials:

 

Assistive technology/adapted materials needed to complete activity are listed

or described

 

Assistive technology and adapted materials list ed include consideration for students

with varying intellectual, physical, sensory, communication and social needs

 

Assistive technology and adapted materials listed enh ance the student’s ability to

actively participate and learn in the activity