DOCUMENT RESUME

ED 391 312 EC 304 561

AUTHOR Campbell, Patti C.; Campbell, Charles Robert

TITLE Curriculum Matrixing: Planning and Adaptation of

Skills That Promote Inclusion. Trainee Workbook.

Building Inclusive Schools, Module 2.

INSTITUTION Kansas Univ., Parsons. Schiefelbusch Inst. for Life

Span StudiAs.

SPONS AGENCY Special Education Programs (ED/OSERS), Washington,

DC.

PUB DATE 95

CONTRACT H086U10015

NOTE 71p.; Developed by the Kansas Project for the

Utilization of Full Inclusion Innovations for

Students with Severe Disabilities. For other modules

in this series, see EC 304 560-565. For related

videotapes, see EC 304 566.

PUB TYPE Guides Classroom Use Teaching Guides (For

Teacher) (052) Guides Classroom Use

Instructional Materials (For Learner) (051)

Tests/Evaluation Instruments (160)

EDRS PRICE MF01/PC03 Plus Postage.

DESCRIPTORS *Curriculum Development; *Disabilities; Educational

Practices; Elementary Secondary Education;

Environmental Influences; *Evaluation Methods;

*Inclusive Schools; Inservice Teacher Education;

Regular and Special Education Relationship; School

Community Relationship; Student Educational

Objectives; Student Evaluation; Team Teaching;

*Teamwork

IDENTIFIERS *Environmental Assessment Technique

ABSTRACT

This manual presents the trainee's workbook and the

trainer's guidelines for the second of six modules in a teacher

inservice series developed to promote the unified effort of both

regular and special education personnel in understanding and applying

nationally recognized practices to implement fully inclusive

education for students with diverse learning abilities and

disabilities. Module 2 is on curriculum matrixing and the Team

Environmental Assessment Mapping System (TEAMS). The trainee workbook

is in the form of: (1) 24 transparency masters which provide

information on curriculum matrixing objectives, steps in the TEAMS

process, community and school interaction questions, and steps for

curriculum matrixing; and (2) three activities applying these

principles. Trainer guidelines offer learner objectives and suggested

ccmments in the areas of planning for inclusion, teams, and designing

an inclusive curriculum. A pre/posttest is also included. (DB)

***********************************************************************

Reproductions supplied by EDRS are the best that can be made

from the original document. ***********************************************************************
An Instructional Series

Innovative Practices that Support

Students with Diverse Learning

Abilities in Neighborhood Schools

Building

Inclusive

Schools

Curriculum

Matrixing

University of Kansas Schiefelbusch Institute

for Life Span Studies

Kansas University Affiliated Program

U S DEPARTMENT Of EDUCPTION Office of toucafipal Rematch and Improvement EDUCATIONAL RESOURCES INFORMATION

CENTER (ERIC)

nis document nos been 'produced as

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BEST COPY
Module 2

Curriculum Matrixing:

Planning and Adaptation of

Skills that Promote Inclusion

F

Trainee Workbook

Developed by:

Patti C. Campbell, Ed.D.

Charles Robert Campbell, Ed.D.

Contributors

Kristi Dulek, M.S.

Kelly Spellman Kristen Forbes, M.S.

Margaret M. Denny, M.S.
Developed by the

Kansas Project for the Utilization of Full inclusion Innovations

for Students with Severe Disabilities

The Purpose of this Series

This series will: 1) promote the widespread use of promising,

nationally recognized practices advocating fully inclusive education for

students with diverse learning abilities in their neighborhood schools,

and 2) provide an instructional package that promotes these promising

practices through the unified effort of both regular and special education

personnel.

University of Kansas

Schiefelbusch Institute for Line Span Studies

Kansas University Affiliated Program

2601 Gabriel

Parsons, Kansas 67357

Project Co-Directors

Charles Robert Campbell, Ed.D.

Patti C. Campbell, Ed.D.

© 1995 by the University of Kansas

This material was developed through a grant with theOffice of Special Education and Rehabilitation, U.S.

Department of Education (Grant # H086U1 ow 5). The information and viewpoints presented herein do not

necessarily reflect the position or policy of the Office of Special Education, and no official endorsement can be

inferred.
Contents

Transparency

Number Page

#1 Curriculum Matrixirtg Objectives 1

#2 Team Environmental Assessement Mapping System 2

#3 Five Steps to TEAMS Process 3

#4 School TEAMS Including Family Interactions 4

#5 Step 1: Determine the purpose of TEAMS 5

#6 Step 2: Determine sub-environments 6

#7 Step 3: Develop TEAMS questions 7

#8 TEAMS Questions 8

#9 Step 4: Draw TEAMS 9

#10 Symbols and Markers 10

#11 Legend 11

#12 School TEAMS Instructional Sub-environments 12

#13 Step 5: Analyze TEAMS 13

#14 Community Interaction Quesfions 14

#15 School Interaction Questions 16

#16 Curriculum Matrixing 21

#17 Seven Steps for Curriculum Matrixing 22

#18 Curriculum Matrix 23

#19 Step 1: Identify critical skill areas 25

#20 Step 2: Write critical skill areas on the vertical grid 26

#21 Step 3: Write the class schedule on the horizontal grid 27

#22 Step 4: Write timeframes under each scheduled event 28

#23 Step 5: Write classroom activities that address critical skills 29

#23 Step 6: Describe instructional arrangements 30

#24 Step 7: Identify teacher(s) responsible for instructional delivery

and/or evaluation 31

Activity

Number Page

#1 Team Environmental Assessment Mapping System (TEAMS). 16

#2 Solving the Problem 17

#3 Curriculum Matrix 32

References 34

Pre/Post Test 35

Curriculum Matrixing Trainee Workbook

5
,

116E11111#1 1, CurriclumMatrixing

Objectives

The trainee will. . . use the TEAMS process to illustrate and analyze

the interactions of the school environment and

sub-environments of a student with diverse

learning abilities.

demonstrate curriculum matrixing skills by

planning the inclusion of IEP goals and objectives

of one student with diverse learning abilities into

the general education classroom.

1 10

Curriculum Matrixing Trainee Workbook
Team Environmental Assessment

Mapping System

Team contributes information

Environments in which a student

lives, works, and plays

Assess the impact of environments

on educational decisions

Map the student's environments

Systematic process for gathering,

analyzing, and using student

environmental information

Curriculum Matrixing Trainee Workbook

7
Five Steps to TEAMS Process

Determine the Purpose of TEAMS

Determine Sub-environments

Develop TEAM Questions

Draw TEAMS

Analyze TEAMS

Curriculum Matrixing Trainee Workbook
r#4 Hull., JIINIMIt!IIII1111111 School TEAMS

Including Family Interactions

Physical Education

*drug awareness

sex education

*walking

* Mr. Smith

Figure 1

English

'writing skills

opeasure reding

Technology --...-..

'basic keyboard

*office equipment

*Ms. Spell

Future

daily

exerci*.e

*Mrs. Reed Future

possible

employrnen

Recreation

'driving range 1 x wk

bowling 1 x wk

movie 1 x mo

'scouts

*library

Future

apt. with

1-2 friends

(E3 dended Family

M's sister

J's brother, sister

Home Studies

*sets table

plans dinner

*cooks dinner

Social Studies/CM

*local govn't

* Mr. Law

* Mrs. Sweeps

Future

apt. with

1-2 friends

Vocational...."

(janitor/part-time)

*sweeping hall mopping halls clean restrooms

* Mrs. Helps (job coach)

*Mr. Hammer

Math

'balancing check boo

*making budget

*Mr. Ratio

Health/related Services

hip surgery

"speech pathology

Preferences

Connection: I MI

non reciprocal enjoyment

mutual enjoyment

lack of enjoyment

Level of Independence

independent

with assistance

doesn't perform

Curriculum Matrixing Trainee Workbook

9
Step 1: Determine the purpose of TEAMS

What information is the team interested in

obtaining?

Curriculum Matrixing Trainee Workbook

1 0
Step 2: Determine sub-environments

What smaller settings or situations make up

the larger envirmnents?

Curriculum Matrixing Trainee WoAbook

11
,r

ii,,... #7 7,

Step 3: Develop TEAMS questions

What specific questions identify student

interactions within and among subenvironments?

Curriculum Matrixing Trainee Workbook 1 2

e
TEAMS Questions

Family/Home

1. Who lives at home with

2. What is their relationship to

3. How old are they?

4. What does (relative's name) enjoy doing with

5.

Friends and Significant Others

1. Who are 's friends?

2. How old are they?

3. What types of activities does

them?

4. Where do they like to go?

s.

like to do with

Classroom (academic)

1. What academic classes are schedules for

2. Where does receive instruction in math,

reading, social studies, etc.?

3.

4.

5.

Extra Curricular

1. What after school activities does participate

in?

2. Are there activities positive for

If they are not positive, why?

3.

4.

5.

Curriculum Matrixing Trainee Workbook

1 3
1 until #9 al

Step 4: Draw TEAMS

How will student interactions among subenvironments be illustrated?

Curriculum Matrixing Trainee Workbook

1 4

9
10

Suttivironments

People

Symbols and Markers

Large circles =

sub environments

Smaller circles within

large circles = future

environments

Small squares = males

Small circles = females

Curriculum Matrixing Trainee Workbook

1 5
r

1 II HEIIIH #11 1%.....

Legend

(+) = Strong positive interaction

(-) = Strong negative interaction

= Weak interactions

I I I 1 I = Tenuous intractions

41----* = Reciprocal

________ = One direction

00000 = Independence

= Needs assistance

11 1110

Curriculum Matrixing Trainee Workbook

1 6
I 44 diVka 04* #12 minim

School TEAMS

Instructional Sub-environments

12

Physical Education

*drug awareness

*sex education

*walking

* Mr. Smith Future

daily

exercise

English

*writing skills

Teasure reding

....)*Mrs. Reed

amily71---Home

ETechnolog

*basic keyboard

*office equipment

*Ms. Spell

Future

possible

employinen

Recreation

-driving range 1 x wk

bowling I x wk

movie I x mo

*scouts

library

Extended Family

M's sister

J's brother, sister

Home Studies

sets table

*plans dinner

*cooks dinner

Social Studies/Ci

*local govn't

* Mrs. Sweeps

Future

*apt. with

1-2 friends

* Mr. Law

Vocational

(janitor/part-time)

*sweeping hall

*mopping halls

*clean restrooms

*Mrs. Helps (job coach)

*Mr. Hammer

Math

balancing check boo

*making budget

Health/related Services

*hip surgery

*speech pathology

*Mr. Ratio

Preferences

Connection:

non reciprocal enjoyment

mutual enjoyment

lack of enjoyment

Level of Independence

independent

with assistance

doesn't perform

Curriculum Matrixing Trainee Workbook

17
Step 5: Analyze TEAMS

What questions do the team need answered

about student interactions within the identified

environment?

13

Curriculum Matrixing Trainee Workbook

1 8
11°\00.4,0\44t. #14

Community Interaction Questions

What are the needs (current and future)

versus wants of the student and family?

Are the needs of this student and family

being met?

What resources are currently available?

What is the "fit" between identified

needs and resources (potential, actual)

for meeting those needs?

How can we match student and family

needs with resources(potential, actual) ?

What additional resources are/could be

made available?

(1) 14

Curriculum Matrixing Trainee Workbook

1 9
School Interaction Questions

What are the instructional needs of this

student?

What type of relationships exist for this

student in academic and non-academic

classes?

What resources are currently available?

What is the "fit" between identified

needs and resources (potential or actual)

for meeting those needs?

How can we infuse student and class

room needs with potential and/or actual

resources?

What additional resources are or could be

made available?

Curriculum Matrixing Trainee Workbook 20

15
0

v\.,,\...4,4t-4- , Team Environmental Assessment

Mapping System (TEAMS)

16

Curriculum Matrixing Trainee Workbook
itr-kA

Solving the Problem

(Analyze TEAMS)

This meeting is set for (date), (time)

Team members present:

1. 2.

3. 4.

5. 6.

I. The Problem:

What questions would help the team understand

the instructional needs of the target student as illustrated by the TEAMS?

II. Analyze the Problem:

Clarify the problem in operational terms:

Variable

Problem?

Yes No

17

Curriculum Matrixing Trainee Workbook 22
Rewrite the problem as a question:

III. Explore Alternatives:

Brainstorm

( minutes)

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Consensus Form ing

( minutes)

1.

2.

3.

Curriculum Matrixing Trainee Workbook

2 3
IV. Select Strategy:

V. Clarify Strategy:

Action

to be Taken

(What/How)

Person

Responsible

(Who)

Begin

End Dates

(Wh en)

Where

(Where)

19

Curriculum Matrixing Trainee Workbook 24
20

VI. Implement Strategy:

Next meeting:

Comments:

VII. Evaluate Outcomes:

(date), (time)

Evaluate the What/How

Data Collection method to be used:

Action

to be Taken

(What/How)

Person

Responsible

(Who)

Begin End Dates

(When)

Where

(Where)

Curriculum Matrixiag Trainee Workbook

25
Curriculum Matrixing

Curriculum matrixing is a procedure used

to incorporate the instructional goals and

objectives of a student into typical school

(and/or community) activities.

21

Curriculum Matrixing Trainee Workbook

26
22 WAIIIVIIIMINIMI

Seven Steps for

Curriculum Matrixing

Identify critical skills

Write critical skill areas on

the vertical grid

Write the class schedule on

the horizontal grid

Write time frames under each

scheduled event

Write classroom activities that

address critical skills

Describe instructional arrangements

Identify teacher(s) responsible

for delivery and/or evaluation

Curricialum Matrixing Trainee Workbook

2 7
Curriculum Matrix

Classroom Teacher: Mr. . Turner (7th Grade)

Instructional Arrangement

a) cooperative learning groups e) community based

b) peer tutor f) peer buddy

c) large classroom group instruction g) self-monitoring

d) individualized instruction h) small group involvement

It%

Student Name: David Subject: Home Base

Time: 8:00-8:45

Subject:Math

Time: 8'504'35

Subject:Science

Time: 9:40-10:25

Subjectrivios Date: 1st 9 weeks -rime: 10:30-11:15

Basic Math Skills

d) Regrouping in

addition & renaming

in subtraction to

4-digit numbers

(3) (9)

a) linear, volumnar, weight,

temperature -

c) science law

models

(1) (9)

Basic Reading Skills

Initial opening

discussion -

current topics

(articles, etc.,.)

(1)

a) media search to

select candidates,

explore issves

b) presentation on above topics

(4)

Sel f-esteem

Who am I?

Iver Lvddy - check

list of interactions

(1)

a) political

cartoon

+ slogan/posters

(4)

Social Interactional Skills

Who am I?

a) verbal contributions to group

discussions x 5 days

(1)

a) panel repre:- senting their

candidate

f) canpaigning for

his candidate

(4)

Written Language

a) end of unit -

stmlnarize feelings on paper

(1)

a) recording lab

results

(1)

a) carpaign

literature +

political campaigns

Study Skil ls

g) time on task -

increasing 4 of

problem corpleted

(3)

>

Curriculum Matrixing Trainee Workbook 28
24

Subject Lunch

Time: 11:20-11:5 0

Subjectfriglish

Time: 11:55-12:4 0 Subject:P. E. Time: 12:45-1:30 Subject: Foods

Time: 1:35-2:20 Subject: Art

Time: 2;25-3:00

. a) same age -

volumnar weight in

baking cookies

(liquid)

e) money measurementshopping

(7)

c) drawing to

scale

(3) (9) a) peer books &

other materials

practice reading

on tape + sight

words + word

attack skills

(5) (9)

a) exploring sport

activiby

b) presenting on

topic- provides

reading material

a) chapters -

answer questions

d) word identification - shopping

(7) (9)

f) reading about

great artist

(3) f) eat with peer

buddy and peersprincipal to

monitor

il/ustrate with

other student's books - computer

graphics

d) book report via

pictures

(5)

a) group art

,projects

(3) $.

sitting with

groups - verbally

interacting

a) peer books & a) team sports -

discussion with active perticipapeer to determine tion how to illustrate

books

(5)

a) verbal contributions appropriate to group task

(cooking)

(7)

1

,

a) writing stories

within the group

co-author - use of

computer to

spellcheck

(5) (9) a) listening -

cogprehension ,

--------)o

(5) ----- . Curriculum Matrixing Trainee Workbook

29
union #19

Step 1: Identify critical skill areas.

What skills and behaviors are important to the

student in current and future environments?

25

Curriculum Matrixing Trainee Workbook

30
Step 2: Write critical skill areas on

the vertical grid.

How can the critical skills identified

be organized into larger areas or domains?

Curriculum Matrixing Trainee Workbook
--kk%11111111111 #21 Step 3: Write the class schedule on the

horizontal grid.

What are the naturally occuring events across

the typical school day?

27

Curriculum Matrixing Trainee Workbook

32
28

"Ir

It

44#°k101111:4----

r#22 nouluit

Step 4: Write timeframes under each

scheduled event

What times do typical events occur across

the school day?

Curriculum Matrixing Trainee Workbook
Step 5: Write classroom activities

that address critical skills.

What naturally occuring activities can be used

for instruction for dentified critical skill needs?

29

Curriculum Matrixing Trainee Workbook

3 4
30

'171ar %))41F4t

#24 utiiutiiP

Step 6: Describe instructional

arrangements.

What modifications need to be made to

instructionally include a student in typically

occuring instructional settings?

Curriculum Matrixing Trainee Workbook

35
111° `inuin #25 1111=4%

Step 7: Identify teacher(s) responsible

for instructional delivery and /

or evaluation.

What naturally occuring activities can be

used for instruction for identified critical

skill needs?

31

Curriculum Matrixing Trainee Workbook

36
32

Curriculum Matrix

Student Name:

Classroom Teacher:

Instructional Arrangement

a) cooperative learning groups

b) peer tutor

c) large classroom group instruction

d) individualized instruction

e) community based

t) peer buddy

g) self4tonitoring

h) small group instruction

Subject:

Time:

Subject:

Thne:

Subject:

Time:

Subject:

Time:

.-

Curriculum Matrixing Trainee Workbook

37
Subject:

Time:

Subject:

Tune:

Subject:

Time:

Subject:

lime:

-

-

Curriculum Matrixing Trainee Workbook 38
34

References

Campbell, P.C., & Campbell, C..R. (1993). Team Environmental Assessment

Mapping System (TEAMS), Unpublished manuscript.

Peterson, M., LeRoy, B.; Field, S., & Wood, P. (1992). Community-referenced learn

ing in inclusiveschools: Effective curriculum for all students. In Stainback, S.

& Stainback, W., Curriculum considerations in inclusive classrooms: Facilitating learning for all shidents (pp.207-226). Maryland: Brookes Publishing

Co.

Curriculum Matrixing Trainee Workbook

39
Pretest/Posttest

Directions: Circle T if the answer is true or F if the answer is false.

1) T F The questions asked in the TEAMS process are usually the

same for all students.

2) T F Curriculum matrixing is a process that meshes special edu- cation objectives of a student w / disabilities with those of

the curriculum for a student w /o disabilities.

3) T F TEAMS is a process that provides a pictorial representation

of the student's school environment and his relationship to

that environment.

4) T F TEAMS can be adapted to serve many different purposes

for depicting the needs of an individual with disabilities,

5) T F TEAMS, the IEP, and the Inclusion Checklist are useful tools

for identifying critical skill needs for students with disabilities.

6) T F The process for problem solving typically does not prove useful when deciding the best way of including a student

with disabilities in th.e regular dassroom curriculum.

7) T F The curriculum matrixing chart designates persons respon- sible for providing instruction as well as type of instructional arrangement to be used for the student with disabilities.

8 T F The curriculum matrix is useful for "mapping" out the

student's schedule on a daily basis for tIcademic purposes as

well as for nonacademic opportunities.

9) T F The TEAMS process is most useful when completed after

the IEP meeting.

10) T F The curriculum matrixing process assumes the use of coop- erative learning groups in instructional situations.

35

Curriculum Matrixing Trainee Workbook 40
Trainee Notes
Module

Curriculum

Matrixing

Building

Inclusive

Schools

Innovative Practices

that Support Students with

Diverse Learning Abilities

in Neighborhood Schools

4 2
Developed by the

Kansas Project for the Utilization of Full Inclusion Innovations

for Students with Severe Disabilities

The Purpose of this Series

This series will: 1) promote the widespread use of promising,

nationally recognized practices advocating fully inclusive education for

students with diverse learning abilities in their neighborhood schools, and 2) provide an instructional package that promotes these promising

practices through the unified effort of both regular and special education

personnel.

University of Kansas

Schiefelbusch Institute for Life Span Studies

Kansas University Affiliated Program

2601 Gabrie!

Parsons, Kansas 67357

Project Co-Directors

Charles Robert Campbell, Ed.D.

Patti C. Campbell, Ed.D.

© 1995 by the University of Kansas

This material was developed through a grant with theOffice of Special Education and Rehabilitation, U.S.

Department of Education (Grant # H0845U10015). The Information and viewpoints presented herein do not

necessarily reflect the position or policy of the Office of Special Education, and no official endorsement can be

inferred.

43
Module

Curriculum Matrixing:

Planning and Adaptation of

Skills that Promote Inclusion

Trainer Guidelines

Developed by:

Patti C. Campbell, Ed,D.

Charles Robert Campbell, Ed.D.

Contributors

Kristi Dulek, M.S.

Kelly Spellman Kristen Forbes, M.S.

Margaret M. Denny, M.S.
Trainer Guidelines Trainee Workbook

Contents

Section Page

1.0 Overview 1

2.0 Planning for Inclusion 2

3.0 Teams 4

4.0 Designing an Inclusive Curriculum 17

OIMII

Curriculum Matrixing Trainer Guidelines
Trainer Guidelines Trainee Workbook

1.0 Overview

1.1 Objectives

rrn Curriculum Matrixing Objectives

iirniii 71 Page 1 -Trainee Workbook

CI The trainee

use the TEAMS process to illustrate

and analyze the interactions of the

school environment and subenvironments of a students with diverse learning abilities.

demonstrate curriculum matrixing

skills by planning the inclusion of

IEP goals and objectives of one student with disabilities into the general education curriculum.

1.2 Pretest

Optional - see Pre/Posttest Section

T#1''

CurriclumMataixing Objectives

The trainee will . .

use the TEAMS process to illustrate

and analyze the interactions of the

school environment and sub-environments of a student with diverse

learning abilities.

demonstrate curriculum matrixing

skills by planning the inclusion of 1E1'

goals and objectives of one student

with disabilities into the general

education classroom.

Curriculum Matrixing Trainer Guidelines

4 6
2

Trainee Workbook Trainer Guidelines

2.0 Planning for Inclusion

2.1 identifying Curriculum Supports

CI Historically, curriculum models used

by general and special education were

perceived as different from one an

other.

This perception resulted in separate

curricular goals and instructional

deliveny for students with and with

out diverse learning abilities.

Typically, students without diverse

learning abilities were isolated from

their nondisabled peers.

The curricular goals of students

with special educational needs were

routinely addressed in separate classrooms, buildings, and/or schools.

Ci The curriculum goals of students

with disabilities may appear to be

very different from those of their peers

without disabilities.

However, if the curriculum of a

school preports to prepare students

to live, work, and play in an ever

changing society the educational

needs of all students are more alike

than different.

If curriculum is what is learned in

school, then it becomes important

that curriculum includes knowledge,skills, and opportunites that

prepare students to become productive, active citizens.

Curriculum Matrixing Trainer Guidelines
Trainer Guidelines Trainee Workbook

ktol°111%\" V\I

For example, all students need communication, social, and problem solving skills as well as basic and/or

functional academic content.

CI As schools adopt an inclusive phi

losophy (the belief that students are

not excluded because they are differ

ent) new ways of incorporating the

learning objectives of all students

When incorporating the needs of

individual students with diverse

learning abilities within the general

education framework a number of

factors need to be considered.

First, the strengths, needs, and

wants necessary for the student to

successfully participate in school,

home and community life (as written in the IEP) are reviewed by the

team.

This information may provide the

team with a clearer picture of how

these relationships impact on the student' s life in a variety of environ

ments.

Additionally, the team needs information related to the curricular expectations for the school, class, and

instruction.

A process useful in organizing information that characterizes student

environmental interactions for current and future environments is

calk d Team Environmental Assessment Mapping System (TEAMS)

(Campbell & Campbell, 1993).

Curriculum Matrixing Trainer Guidelines

4 8
4

Trainee Workbook Trainer Guidelines

T#2'

Team Environmental Assessment

Mapping System

Team contributes information

Environments in which a student

lives, works, and plays

Assess the impact of environments

on educational decisions

Map the student's environments

Systematic process for gathering,

analyzing, and using student

environmental information

3.0 TEAMS

3.1 Implementing the TEAMS Process

Team Environmental Assessment

T#2 Mapping System

Page 2 - Trainee Workbook

CI Teams of people contribute information. Gathering information

about a student is facilitated when a

team contributes.

A team may include a variety of

individuals who make educational

decisions about a student.

CI Environments in which a student,

lives, works, and plays are important. Students live, work, play, and

have interpersonal interactions in

many environments.

Environments are places (commu

nity, school, classroom) or situations

(cooperative learning group, work

team, social events).

CI Assessing the impact of environments on educational decisions provides useful information.

Gathering information about a stu

dent to assess the impact of environ

ments on educational decisions is

useful to teachers.

Assessment is the process of analyzCurriculum Matrixing Trainer Guidelines

49
Trainer Guidelines Trainee Workbook

.......4111111111\01%

ing the information gathered.

0 Mapping the student's environments provides a clear picture of

student interactions.

The product of the information gathering process is a map.

A map is a pictorial representation of

a student's environments and his/

her interaction within and among

them.

Systematic process for gathering,

analyzing, and using student environmental information.

When all the pieces ofTEAMS come

together a systematic process for

gathering, analyzing, and using student environmental information

results.

The system is an interdependent

group of items forming a unified

whole.

Five Steps to TEAMS Process

Page 3 - Trainee Workbook

1. Determine the purpose ofTEAMS

2. Determine sub-environments

3. Develop TEAMS questions

4. Draw TEAMS

5. Analyze TEAMS

T#3

Five Steps to TEAMS Process

Determine the Purpose of TEAMS

Determine Sub-environments

Develop TEAM Questions

Draw TEAMS

Analyze TEAMS

Curriculum Matrixing Trainer Guidelines
6

Trainee Workbook

Trainer Guidelines

School Teams

Including Family Interactions

74:err. gameLl. or

iest yle

M. UNA

Ifor I

T#4

*km, nor 1 *I

1

1

TEAMS is useful when conducted

prior to referral,prior to assessment,

prior to the 1EP meeting, prior to

placement, and prior to instructional

decisions.

David'sTEAMS

Including Family Interactions

Page 4 - Trainee Workbook

CI This is an example of a completed

School TEAMS for David.

3.2 Determining the Purpose of TEAMS

.tel ...ym 1.

.N.1.0 :

T#5

Step 1: Determine the purpose of TEAMS

What information is the team

interested in obtaining?

Step 1: Determine the Purpose of TEAMS

Page 5 - Trainee Workbook

CI The first step in TEAMS is to determine the purpose.

What type of information is the

team interested in obtaining?

For example, is the team interested

in the student's interactions with

family and friends outside ofschool?

Or, is the team primarily interested

in the student's interactions with

his/her friends during classes and/

or non-structured school times?

TEAMS can be designed to map

student interactions in any number

of environments.

U David' sTEAMS addresses the ques-

.} tion "What are David's academic

Curriculum Matrixing Trainer Guidelines

51
Trainer Guidelines

Trainee Workbook

and social interactions within the 1-

school environment?"

CI Once the team has decided the purpose of the assessment, the next step

is to decide what sub-envirnoments

to include.

3.3 Determining the Sub-envimoments

T#6 Step 2: Determine Sub-environments

Page 6 - Trainee Workbook

La Sub-environments are determined

by answering the question, "What

smaller settings or situations make

up the largerenvironment? Possible

sub-environments could include:

academic/nonacademic courses

extracurricular activities

absolutes(i.e. recess, lunch, etc.)

family/home

health services

extended family

friends and/or significant others

recreation/liesure activities

vocational training/services

domestic activities

community activities

spiritual involvements

other

r.:I Sub-environments will varyfrom

student to student.

Sub-environments may also change

across time.

CI Sub-environments in David's

TEAMS include:

T#6

Step 2: Determine sub-environments

What smaller settings or situations make up the larger environments?

Curriculum MatrixingTrainer Guidelines 5 2

,I
8

Trainee Workbook Trainer Guidelines

academic classes

classes that are nonacademic

friends/social networks

community recreational programs

immediate/extended family

vocational activities

health services

The team is now read to provide

specific informantion for each subenvironment.

Look at the different types of lines

that are shown on this example.

Under preferences, a solid line with

an arrow on one end indicates nonreciprocal enjoyment, a line with ar

rows on each end indicates mutual

enjoyment, and a solid line without

arrows indicates a lack of enjoyment .

These preference lines are used to

show the type of relationship the student has with various individuals

and subject matter.

CI For this student connection lines were

drawn that depicted the level of independence with which the student performed particular skills.

A hatched line indicates that the

student is able to perform this skill

independently.

For example, when this student attends a movie with his brother, he is

able to perform the skills necessaryto

attend the movie without assistance.

Curriculum Matrixing Trainer Guidelines
Trainer Cuidelines Trainee Workbook

Look at the skills listed in the circle

entitled "vocational".

There is a dashed line that connects

the student to the circle. This indicates that the student performs these

skills with assistance.

Dotted lines signify that this student does not perform the skill at all.

One is able to see that he has no

extracurricular activities in which

he participates.

There are also circles included in

the large circles for future plans.

These circles are blank indicating

that there has been no discussion of

future plans for Eddie in these areas.

Also if you look at the ledger for

illustrating relationships located in

the bottom corner, a solid line indicates this time is spent in the regular

classroom.

A dashed line indicates weak interactions occur during this time.

3.4 Developing TEAMS Questions

TT#7 Step 3: Develop TEAMS questions

luninn 1 Page 7 - Trainee Workbook

After deciding the purpose, identiflying the environment and subenvironments, the next step is to

develop a series of specific questions

T#7

Step 3: Develop TEAMS questions

What specific questions

identify student interactions

within and among subenvironments?

Curriculum Matrixing Trainer Guidelines

5 4

9
Trainee Workbook Trainer Guidelines

T4;1:

TEAMS Questions

Family/Home

to identify student interactions

within and among the sub-environ

ments.

1. Who lives at home with

2. 3. What is their relationship to 7 How old are they? rT" TEAM3 Questions

4. What does (relative's name) enjoy doing MIN 1 Page 8 - Trainee Workbook 5. Friends and Significant Others

1. Who are 's friends?

2. How old are they? LI For example, some of the questions

3. What types of activities does like to do

with them? David's team considered under the

4.5. Where do they like to go? sub-environment "Family/Home"

Classroom (academic) included:

1. What academic classes are scheduled for Where does receive instruction in math,

reading, social studies, etc. 3. Who does David live with?

4. S. 1. Extra Curricular

What after school activities does participate in? What is their relationship to him?

2. Are these activities positive/not positive

3. 4. What are their ages (i appropriate)?

5. What does David enjoy doing with

family members?

CI Additional questions for other subenvironments were developed by

the team.

Typically questions include:

What regular education classes does

the student attend?

Is there instruction outside the regular classroom?

Who are his/her friends?

What are his/her interests outside of

school?

Curriculum Matrixing Trainer Guidelines
Trainer Guidelines Trainee Workbook

0 After entering the information under the various headings, the next

step is to illustrate relationships

that exist among sub-environments.

3.6 Drawing the TEAMS

rT" Step 4: Draw TEAMS

1 Page 9 - Trainee Workbook

C3 The next step is is to decide how to

illustrate student interactions

among sub-environments.

This step requires team members to

choose symbols and markers for the

mapping process.

T#10 Symbols and Markers

Page 10 - Trainee Workbook

For example, typical symbols include:

sub-environments represented by a

large circle,

smaller circles within large circles

representing future environments,

and

males indicated by small squares

and females by small circles.

David's TEAMS is on page 4 of the

Trainee Workbook (T # 5)

Step4: Draw TEAMS

How will student interactions

among sub-environments be illustrated?

T#9

Symbols and Markers

Sub-environments

Large circles =

sub-environments

C25Smaller circles within

large circles = future

environments

People

Small squares = males

0 Small circles = females

Curriculum Matrixing Trainer Guidelines

56

11
12

Trainee Workbook Trainer Guidelines

Legend

(+) = Strong positive interaction

(-) = Strong negative interaction

= Weak interaction

74-,4-7"/- Tenuous interaction

= Reciprocal interaction

--+ = One direction interaction

00000 = Independent performance

= Needs assistance

Legend

Page 11 - Trainee Workbook

Relationships are illustrated by

different types of lines.

IJ The types of lines to be used and

what they represent must be decided.

For example:

solid lines represent strong

relationships,

brokens lines represent weak interactions, and

hatched lines represent tenuous

interactions.

The direction of the interactions is

represented as reciprocal or one

directional using arrowS.

Ci Instructional interactions can also

be illustrated.

For example:

A line of open circles represents independent performance on a skill or

routine.

A line of darkened circles represents

that assistance is needed.

CI When there are many different types

of relationships different colored

lines are used.

121 It is suggested that the symbols,

markers, and legend used be

Curriculum Matrixing Trainer Guidelines
Trainer Guidelines Trainee Workbook

17;112

indicated somewhere on the map.

School TEAMS Example

aaiui 1 Page 12 - Trainee Workbook

This example demonstrates how instructional interactions can be represented by TEAMS.

U The line of open circles drawn from

the student to home studies shows

that the student can set the table

independently.

The darkened circles indicate that

assistance in cooking a meal is needed.

The final step in the process is to

analyze and make program decisions.

3.6 Analyze TEAMS

Step 5: Analyze TEAMS

Page 13 - Trainee Workbook

U The next step in TEAMS is to propose a list of questions that can be

used to anlayze the informattion on

the TEAMS map.

The questions will vary depending

on the purpose of the TEAMS.

These questions serve as a guide to

the team's understanding of the student across multiple environments.

This information can aid the team's

efforts to plan curricular goals and

objectives for the student.

School TEAMS

Instructional Sub-environments

T#13

Step 5: Analyze TEAMS

What questions does the

team need answered about

student interactions within

the identified environment?

Curriculum Matrixing Trainer Guidelines

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14

Trainee Workbook Trainer Guidelines

T#14

Community Interaction Questions

What are the needs (current and future)

versus wants of the student and family?

Are the needs of this student and family

being met?

What resources are currently available?

What is the "fit" between identified

needs and resources (potential, actual)

for meeting those needs?

How can we match student and family

needs with resources(potential, actual) ?

What additional resources are/could be

made available?

T#14 Community Interaction Questions

Page 14 - Trainee Workbook

CI Some collaborative planning teams

structure questions to provide in

sight into planning transitions to

future environments, identifying

current resources, as well as securing resources that may be needed in

the future.

0 The following questions are typical if

the purpose ofTEAMS is to detemine

student interaction in his/her community evironment.

What are the needs (current and future) versus wants of the student

and family?

Are the needs of this student and

family being met?

What resources are currently available to meet the needs of the student

and family?

What is the "fit" between the identified needs and resources (potential

or actual) for meeting those needs?

How can we match student and family needs with (potential, actual)

resources?

What additional resources are/could

be made available?

Curriculum Matrixing Trainer Guidelines
Trainer Guidelines Trainee Workbook

illaION Page 15 - Trainee Workbook

17,4,15 Community Interaction Questions

The following questions were used

to analyze the David's instructional

interactions.

What are the instructional needs of

this student?

What type of relationships exist for

this student in academic/non-academic classes?

What resources are currently available?

What is the "fit" between identified

needs and resources (potential or actual) for meeting those needs?

How can we infuse student and

classroom needs,with potential

and/or actual resources?

What additional resources are/could

be made available?

3.7 Additional Comments

Ci It is suggested that individuals

from each sub-environment participate in TEAMS development.

It is useful if one team member is

designated as the facilitator.

Thirty to 45 minutes is typically

adequate for completing TEAMS.

T#15

School Interaction Questions

What are the instructional needs of this

student?

What type of relationships exist for this

student in academic and non-academic

classes?

What resources are currently available?

What is the "fit" between identified

needs and resources (potential or actual)

for meeting those needs?

How can we infuse student and class

room needs with potential and/or actual

resources?

What additional resources are or could be

made available?

6 0

Curriculum Matrixing Trainer Guidelines

15
Trainee Workbook Trainer Guidelines

16

A#1

Team Environmental Assessment

Mapping System (TEAMS)

0 0

Solving the Problem

(Analyst TEAMS)

This meeting is set for _(datel, (time)

Team members present 1. 3. S.

I. The Problem:

2. 4. 6. What questions would help the team

understand the instructional needs of

the target student as illustrated by the

TEAMS?

II. Analyze the Problem:

Clarify the problem in operational terms:

Variable

A#2

Problem? Yes No

A#1

Team Environmental

Assessment Mapping System

Page 16 - TraineeWorkbook

U Have each team use the TEAMS

process to assess the instructional

interactions of a student of their

choice.

U A form is provided in the T? ..,nee

Workbook.

Chart paper could also be used.

U Allow 30-45 minutes to complete

this activity.

U Ask a representative from each team

to present their TEAMS to the

entire group.

Solving the Problem (Analyze

TEAMS)

Page 17 - TraineeWorkbook

For the TEAMS completed for Activity 3, develop a list of questions

that would help the team analyze the

information.

U Allow 30-45 minutes to complete

this activity.

Ask a representative from each team

to present their TEAMS to the entire group.

Curriculum Matrixing Trainer Guidelines
Trainer Guidelines Trainee Workbook

4.0 Designing an Inclusive Curriculum

4.1 Integrating Curricula via Curriculum

Matrixing

CI The TEAMS process is useful for

highlighting a student's curricular

and social interactions.

As noted previously, it is helpful in

providing information for IEP

goals and objectives.

After the IEP is written, the team

can begin to plan ways of implementing student objectives in

appropriate inclusive settings.

CI Curriculum matrixing is one method

effective teams use to include the

IEP objectives of a student with diverse learning abilities into the daily

routine of a typical classroom.

Curriculum Matrixing

Page 21 - Trainee Workbook

Curriculum matrixing is a procedure used to incorporate the instructional goals and objectives of a student into typical school and/or community activities.

LI Curriculum matrixing provides a

simple framework for the team to

identify opportunities for teachers to

plan togehter to provide for the in

structional needs of students with

diverse learning abilities in inclusive schools.

T#16

Curriculum Matrixing

Curriculum matrixing is a procedure

used to incorporate the instructional

goals and objectives of a student into

typical school (and/or community)

activities.

62

Curriculum Matrixing Trainer Guidelines
18

Trainee Workbook Trainer Guidelines

111

There are many applications for

curriculum matrixing,some include:

part of a formal process of curriculum analysis and planning for

teams of teachers or indiviudal

teachers,

informally as a guide to developing relationships between IEP

goals related to life activities and

school typical subjects,

ensuring that applied activities and

skills a varying levels of difficulty

occur thoughout the school day and

across environments, and

a framework for evaluating the degree to which a particular class or

activity is providing opportunities

for applying skills in relevent school/

community settings (Peterson,

Leroy, Field, & Wood,1992).

0 Many opportunities exist within the

regular classroom and the school community to instructionally include

students with disabilities.

0 Use of a curriculum matrix can aid

the instructional team in scheduling

personnel and instructional resources that maximize instructional

inclusion of all students.

Curriculum Matrixing Trainer Guidelines
Trainer Guidelines Trainee Workbook

Seven Steps to Curriculum

Matrixing

Pages 22 -Trainee Workbook.

CI There are seven steps involved when

completing a curriculum matrix.

They include:

1. Identify critical skill areas

2. Write critical skill areas on

vertical grid

3. Write class schedule on

horizontal grid

4. Write time frames under each

schedule event

5. Write classroom activities that

address critical skills

6. Describe instructional

arrangements

7. Identify teacher(s) responsible

for delivery and/or evaluation

Curriculum Matrix

Pages 23-24 -Trainee Workbook

This is an example of a completed

curriculum matrix for Joe S., a

seventh grade student with diverse

learning abilities.

***...\#.%A.

T#17'

Seven Steps for Curriculum Matrixing

Identify critical skills

Write critical skill areas on

the vertical grid

Write the class schedule on

the horizontal grid

Write time frames under each

scheduled event

Write classroom activities that

address critical skills

Describe instructional arrangements

Identify teacher(s) responsible

for delivery and/or evaluation

Curriculum Matrix

arol.01.,..rin lrrh

tl W Oa* 111v,

rbrotc

T#18

no. "

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ratter. 11.1.11. Curriculum Matrixing Trainer Guidelines

64

19
20

Trainee Workbook Trainer Guidelines

tep 1: Identify critical skill areas

What skills and behaviors are

important to the student in current

and future enviromnents?

T#2-(1

Step 2: Write critical skill areas on

ate vertical grid

How can the critical skills identified

be organized into larger areas or

domains?

Step 1: Identify the critical

T#19 skill areas

1 Pages 25 -Trainee Workbook. 11110111 CI The first step is to identify critical

skill areas.

Critical skills are those skills/behaviors identified as important to

the student in current and future

environments.

Information related to criticial skill

areas can be obtained from:

TEAMS,

District Curriculum,

IEP, and the

School Profile

For example: for Joe S., a seventh

grade student,critical skills included

functional academic skills in the

areas of math, reading, and writing.

Other critical skills were identified

in terms of his social and emotional

development. (See T#18)

Step 2: Write critical skill areas T#20 on vertical grid

Pages 26 -Trainee Workb Jok. IMMO Li The next step is to organize critical

skills into larger curricular areas or

domains.

These critical skill areas are typically

IEP domain areas.

For example: in the Joe S. example,

Basic Math sills, Basic Reading

Curriculum Matrixing Trainer Guidelines
Trainer Guidelines Trainee Workbook

rT#21

1

Skills, Self-esteem, Social Interaction

Skills,Written Language, and Study

Skills were identified by the TEAMS

process, and encorporated into the

student's IEP as critical skill areas

(domains). (See T#18)

Step 3: Write the class schedule on

the horizontal grid

Pages 27 -Trainee Workbook.

0 The next step is to write the class

schedule on the horizontal grid.

Include academics by domain,

(math, science, civics, history,

health, etc.) nonacademic, and

typical activities (such as lunch).

Any portion of the typical day that

could be used for instruction should

be included.

T#21.

Step 3: Write the class schedule on the

horizontal grid

What are the natuarlly occuring

events across the typical school

day?

T#22

For example: for Joe S., the typical

seventh grade student schedule

includes four academic classes (math,

science, civics, and English); physical Step 4: Write timeframes under each

education, and two electives (art and scheduled event

foods for Joe). Home Base and lunch

are also included in Joe's matrix

because these are times during the What times do typical events occur

day when critical skill needs can be across the school day?

addressed. (See T#18)

Step 4: Write timeframes under

each scheduled event

Pages 28 -Trainee Workbook.

0 The next step is to add the times

Curriculum Matrixing Trainer Guidelines

66

21
22

Trainee Workbook Trainer Guidelines

(beginning and ending) under each

scheduled event on the horizontal

grid.

For example: David's school day

begins at 8:00 A114 and ends at 3:00

PM.

At the middle school classes are

45 minutes in length with a 30

minute lunch period. (See T#18)

Next, write the classroom activity

that addresses specific IEP objectives.

The IEP objective can be identified

by number if desired.

Describe the instructional arrangement to be used.

Typical instructional include:

a) cooperative learning groups

b) peer tutor

c) large classroom instruction

d) individualized instruction

e) community based activity

f) peer/buddy

g) self monitoring

h) small group instruction

Curriculum Matrixing Trainer Guidelines

67
Trainer Guidelines Trainee Workbook

Step 5:Write classroom activities that

Tr#23 address critical skills

Pages 29 -Trainee Workbook.

Tr#24

1:3 The next step is to write the naturally

occuring activities under each time

period (or class) that could be used as

an instructional opportunity for a

critical skill need.

For example: For David, instuction

in basic math skill needs can occur

(naturally) during math , science,

foods, and art classes. (See T#18)

Specific activities planned to meet

his instructional needs are listed.

Some instructional planning teams

have found it useful to list a student' s

curricular objectives in the blocks

according to academic area.

IEP objectives could be also identified by numbers that correspond to

the IEP numbering system if the

planning team desired.

Step 6: Describe instructional

arrangements

Pages 30 -Trainee Workbook.

The next step is to describe any

modifications necessary to instuctionally include a student in

naturally occuring activities.

O Different instructional arrangements are listed and assigned a letter

T#23

Step 5: Write classroom activities

that address critical skills

What natuarlly occuring activities

can be used for instruction for

identified critical skill needs ?

T#24

Step 6: Describe instructional

arrangements

What modifications need to be

for made to instructionally

include a student in typically

occuring instructional settings ?

Curriculum Matrixing Trainer Guidelines

68
24

Trainee Workbook Trainer Guidelines

T#25

Step 7: Identify teacher(s) responsible

for instructional delivery and/

or evaluation

What natually occuring activities

can be used for instruction for

identified critical skill needs ?

code.

Some of these arrangements

include, but are not limited to:

cooperative learning groups,

peer tutoring situations,

large classroom group instruction,

one-to-one instruction, and

peer buddy arrangements

Other options could include community based instruction and selfmonitored instruction if appropriate.

Step 7:Identify teacher(s) responsible

for instructional delivery and/or

evaluation

Pages 31 -Trainee Workbook.

0 In the final step the team decides

who will assume responsiblity for

the instruction and evaluation of each

of the activities or objectives targeted.

For example: for David, instructional

responsiblity is typically assumed

by the classroom teacher (math

activities occur in the math class and

the math teacher (coded 3) isresponsible for instruction). (See T#18)

ln addition, the special education

teacher (coded 9) provides support

when requested by the classroom

teacher.

Curriculum Matrixing Trainer Guidelines

69
Trainer Guidelines Trainee Workbook

yA#3

Curriculum Matrix

Pages 32 -33 Trainee Workbook

Have each team complete the curriculum matrix for the student

used in Activity #1,TEAMS process

or a student of their choice.

A Curriculum Matrix is found in

the Trainee Workbook.

U Allow 45-60 minutes to complete this

activity.

Ask a representative from each team

to present their team's matrix

to the entire group.

4.1 Post Test

Optional - see Pre/Post Test Section

A#3

Curriculum Matrix

Si* /ems Ctrresoilerion

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Imp Among peep hiessemo iell*Ise

.

11.11. Thee be*. Tee

Currif,ulum MatriAing Trainer Guidelines

70

25
Trainer Notes ***-N%

71