Use the information presented in Module 9-10to create a teaching plan for William
1. You can use your a lesson plan that you've written in the past or write a new one.
2. Break down larger goals to identify the behavior or skill for the child to achieve and ensure alignment with general curriculum content.
3.Write developmentally appropriate; functional and alignment; generative; observable and measurable (i.e., conditions and criteria specified) priority learning targets.
4. Select which activities, routines, and transitions are logical and appropriate for embedded instruction given a specified instructional target.
5. Plan which and how many instructional learning trials to embed within and across activities, routines, and transitions.
6. Record when you plan to embed instructional learning trials for your student on your lesson plan.
Make sure you read the Google Slides presentation and take some notes. It goes through Embedded instruction one step at a time.
A sample of an instructional plan was also added to the module.
What is the NCCD model? What is the NCCD model? nccd.edu.au/wider-support-materials/what-nccd-model-1 The NCCD model describes how to undertake the NCCD. The model provides a systematic process that enables schools across Australia to count, in a consistent manner, the number of students with disability receiving adjustments to access education. The NCCD model consists of four steps: You can use the interactive data collection model to follow the steps. What underpins the model? Teachers’ professional judgement The model relies on the professional judgement of teachers and school teams about students. Under the model, teachers use their professional, informed judgement, supported by documented evidence, to determine: which of their students are being provided with an adjustment to access education because of disability, consistent with definitions and obligations under the DDA and the Standards the level of adjustment that students with disability are being provided with, in both classroom and whole-of-school contexts the broad category of disability under which each student best fits. Read more about teacher professional judgement. Evidence As part of the NCCD, the school identifies evidence of the actions that teachers and other school staff have taken for at least 10 weeks in the 12 months preceding the reference date, to address the functional impact of a student’s disability. This includes evidence of: consultation and collaboration with the student and/or their parents, guardians or carers the assessed identified needs of the student adjustments provided to the student to address their identified needs monitoring and review of the impact of the adjustments provided. Read more about the '10 week rule'. 1/4 https://www.nccd.edu.au/wider-support-materials/what-nccd-model-1?parent=/understanding-nccd&activity=/wider-support-materials/what-nccd-model-1&step=-1 https://www.nccd.edu.au/tools/data-collection-model https://www.nccd.edu.au/wider-support-materials/teacher-professional-judgement https://www.nccd.edu.au/wider-support-materials/how-long-does-evidence-need-have-been-documented-students-be-included-nccd https://www.nccd.edu.au/sites/default/files/nccd_diagram_transcript.pdf https://www.education.gov.au/ https://esa.edu.au/ NCCD model diagram Download the NCCD model diagram (PDF). 2/4 https://www.nccd.edu.au/sites/default/files/nccd model diagram-01.pdf 3/4 4/4 What is the NCCD model? What underpins the model? Teachers’ professional judgement Evidence NCCD model diagram CASE STUDY William, Extensive, Cognitive CASE STUDY William, Extensive, Cognitive nccd.edu.au/case-studies/william-extensive-cognitive Year level Secondary Educational setting Special school Level of adjustment Extensive Category of disability Cognitive Included in data collection Yes William's story William is a 16-year-old boy with a diagnosis of severe intellectual disability and autism spectrum disorder. He attends a specialist school in a large regional city and participates in some mainstream programs as part of the school’s satellite unit situated in a secondary college campus near his school. William is non-verbal, communicating his needs using gestures, some keyword signing, and the Picture Exchange Communication System (PECS). Though William generally enjoys attending school, he has difficulties with sensory integration and requires significant supervision and assistance at all times and in all settings. William requires extensive support to manage his behavioural responses to sensory stimuli. It is difficult to predict his reaction to any given sensory input. As a result, staff regularly undertake functional behaviour analyses to evaluate William’s engagement with his environment in all settings – school sites, the community and the home. From these analyses, a comprehensive behaviour management plan is put in place to ensure William is provided with consistent responses and strategies that best support his complex needs. 1/3 https://www.nccd.edu.au/case-studies/william-extensive-cognitive https://www.nccd.edu.au/resources-and-tools/case-studies/year_level/secondary-146 https://www.nccd.edu.au/resources-and-tools/case-studies/education_setting/special_school-44 https://www.nccd.edu.au/resources-and-tools/case-studies/level_of_adjustment/extensive-48 https://www.nccd.edu.au/resources-and-tools/case-studies/category_of_disability/cognitive-50 https://www.nccd.edu.au/resources-and-tools/case-studies/included_in_data_collection/1 William’s educational program focuses on functional skills in the key areas of self-care, communication, personal safety and preparing for post-school options. William requires intensive adult assistance for all components of his educational program. Current personalised learning plan goals for William include: independently completing some steps when dressing and undressing indicating personal needs associated with being hot, cold, hungry, or thirsty by using gesture, sign or PECS indicating feelings such as ‘happy’, ‘sad’, ‘angry’, ‘worried’, ‘scared’ or ‘confused’ by using gesture, sign or PECS communicating likes and dislikes through gesture, keyword sign or PECS completing some steps associated with preparing his own meals with prompting, following visual steps in basic hygiene procedures finger-feeding independently and attempting to use utensils when eating responding to single word safety instructions from a familiar adult, such as ‘stop’, ‘wait’ and ‘come’ recognising and communicating when feeling unsafe recognising warning signs in the environment. Information that supports inclusion in the NCCD 1. Step Is there an adjustment to address disability? Yes 2. Do you have evidence? Yes 3. Step What is the level of adjustment? Extensive 4. Step What is the category of disability? Cognitive 5. Step Record and submit the data Yes Step 1. Is there an adjustment to address disability? Yes Yes, adjustments are provided to enable a student with disability to access education on the same basis as other students. As defined by the Disability Discrimination Act 1992, William has a disorder or malfunction that results in him learning differently from a person without the disorder or malfunction. (Student is included) 2/3 Do you have evidence? Yes Reports from medical professionals Functional behaviour analyses Behaviour management plan Personalised learning plan Staff training plans/timetables Notes of meetings with parents and staff Step 2. What is the level of adjustment? Extensive William requires full adult assistance and supervision for all aspects of his programs all of the time Highly personalised educational program delivered with support all of the time Adjustments to support Intensive needs relating to personal care and safety all of the time Specialist alternative communication modes (ie provision of an augmentative/alternative communication system) Frequent specialist staff and external agency support and training. Step 3. What is the category of disability? Cognitive William has a cognitive disability. William’s disability has cognitive, social/emotional and sensory aspects. If a student has multiple disabilities, the school team will select whichever disability category has the greatest impact, based on their professional judgement and with the appropriate specialist advice, on the student’s education and is the main driver of adjustments to support their access and participation. The category of disability therefore is cognitive. Step 4. Record and submit the data Yes (Student is included) 3/3 CASE STUDY William, Extensive, Cognitive William's story Information that supports inclusion in the NCCD Step 1. Is there an adjustment to address disability? Yes Do you have evidence? Yes Step 2. What is the level of adjustment? Extensive Step 3. What is the category of disability? Cognitive Step 4. Record and submit the data Yes (Student is included)