Students with Significant Cognitive Disabilities and the

Common Core State Standards: How to prepare and available

resourcesMariel Zeller

Lexington, Kentucky

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Goals of the Session Introduce NCSC GSEG goals and available resources

Become familiar with resources and how to support students with significant cognitive disabilities

Plan for transition to the Common Core State Standards (CCSS)

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How has the curricular context for students with significant cognitive disabilities changed over time?

Changing Curricular Paradigm for SWSCD

How Did We Get Here?

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Early 1970s• Adapting infant/early

childhood curriculum for students with the most significant disabilities of all ages

1980s• Rejected “developmental

model”• Functional, life skills

curriculum emerged

1990s• Also: social inclusion focus• Also: self determination focus• Assistive technology2000s• General curriculum access

(academic content)• Plus earlier priorities

(functional, social, self determination)

• Digitally accessible materials

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Presume Competenc

e!

Viewing students through the lens of a disability label may increase the likelihood of misjudging capabilities and barring some students from opportunities to learn what other students their age are learning (Jorgensen, McSheehan & Sonnenmeier, 2007)

Lessons Learned

Students with significant cognitive disabilities…

Can, need and have learned academic content, functional skills and activities

Benefit from instruction in actual settings and functional activities

Academic content should be taught in a progression rather than a menu approach

Need to learn skills and concepts, not just activities

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Why is Communicative Competence Important?

Communicative Competence

Intent

MODE

Listener Comprehension

Successful Communication

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Language – implies standardization, rules, and symbols; implying mutual understanding by the individuals who share knowledge of the language system

Communication – implies a much broader set of output behaviors and combinations of output behaviors which may or may not be of a standardized form, but which convey intent and are understood and “readable” by the listener

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Communicative Competence

CONTEXT Emerging data showing that students who need communication support are not receiving it.

Emerging data showing that students are not developing symbolic language across grades/years in school.

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Group Processing TimeHow do the past approaches in special education affect our view of instruction for students with significant cognitive disabilities?

Students How does communicative competence relate to being ‘college, career and community ready’ for students with disabilities?

Teachers What information/help do teachers need to ensure communicative competence?

How can this information ensure better access for all students?

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What does standards-based instruction mean for students with significant cognitive disabilities?

Teaching the Standards

Common Core and Students with Significant Cognitive Disabilities

Goal of CCSS

students will graduate with the skills and knowledge required to succeed in workforce and in academic college courses.

The Common Core State Standards can be found at the following website: http://www.corestandards.org/the-standards

“Students with disabilities…must be challenged to excel within the general curriculum and be prepared for success in their post-school lives, including college and/or careers.” 12

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What resources are available to support standards-based instruction for students with significant cognitive disabilities?

NCSC resources/materials

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http://ncscpartners.org/Media/Default/PDFs/NCSC-LEA-focused-General-Handout%20-2-20-14.pdf

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NCSC Partners

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THEORY OF ACTION Long-term goal of NCSC:

to ensure students with significant cognitive disabilities achieve increasingly higher academic outcomes and leave high school ready for postsecondary options

A well-designed summative assessment alone is insufficient. Curricular & instructional frameworks Teacher resources and professional development

NCSC Curriculum and Instruction Schema

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5-Step Process1. Identify the standard(s) in the gen ed lesson.

• Begin with the Common Core State Standards

• Use Content Modules to clarify content.

• Use the Graduated Understandings: Instructional Families.

2. Identify the outcomes or learning objectives for all students.• Use Content Modules to clarify content.

• Use the Curriculum Resource Guides for descriptions of outcomes.

• Use the Element Cards for Essential Understandings

3. Examine the instructional activities for all students. Use UDL Units for examples of instructional activities that make up a unit.

Use Curriculum Resource Guide for additional instructional activities ideas.

4. Determine supports for SCD.• Use the UDL Units for multiple means of representation, expression, and

engagement and for additional support considerations.

5. Use NCSC curriculum and instructional resources as needed.• Use the Element Cards for instructional strategies.

• Use the LASSIs to reinforce specific skills and concepts.

• Use the Instructional Resource Guide to design systematic instructional strategies.

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19https://Wiki.ncscpartners.org/mediaWiki/index.php/Main_Page

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Common Core State Standards Learning Progressions FrameworksCore Content Connectors

Graduated Understandings Instructional Families Content Modules

Common Core State Standards

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Instructional Families

Grade-band Learning Targets from the

Learning Progression Frameworks

Distribution of Instructional Families and the number of

related CCCs by grade

Instructional FamilyAbbreviated Anchor

Standards

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Author’s purpose

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Curriculum Resource Guide: Reading Informational Texts

(Back Button)

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Element Cards

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LASSIS – Middle School Example

(Back Button to Unit)

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5-Step Process1. Identify the standard(s) in the gen ed lesson.

• Begin with the Common Core State Standards

• Use Content Modules to clarify content.

• Use the Graduated Understandings: Instructional Families.

2. Identify the outcomes or learning objectives for all students.• Use Content Modules to clarify content.

• Use the Curriculum Resource Guides for descriptions of outcomes.

• Use the Element Cards for Essential Understandings

3. Examine the instructional activities for all students. Use UDL Units for examples of instructional activities that make up a unit.

Use Curriculum Resource Guide for additional instructional activities ideas.

4. Determine supports for SCD.• Use the UDL Units for multiple means of representation, expression, and

engagement and for additional support considerations.

5. Use NCSC curriculum and instructional resources as needed.• Use the Element Cards for instructional strategies.

• Use the LASSIs to reinforce specific skills and concepts.

• Use the Instructional Resource Guide to design systematic instructional strategies.

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MATERIALS AND RESOURCES

www.ncscpartners.org

www.naacpartners.org

https://wiki.ncscpartners.org

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Group Processing Time

What strategies/resources can be used on an individual/ building/district level to support standards-based instruction?

Students How can the use of adaptations/scaffolds/AT support

standards-based instruction?

Teachers What information/help do teachers need to ensure student

involvement/progression in standards-based instruction?

How can this information ensure better access for students significant cognitive disabilities?

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References Benson, E. (2003). Intelligent intelligence testing: Psychologists are broadening

the concept of intelligence and how to test it. Monitor, 34(2). Available at http://www.apa.org/monitor/feb03/intelligent.aspx

Great Schools Partnership (2013). Available at http://edglossary.org.

• Jorgenson, C (2005). “The Least Dangerous Assumption: A Challenge to Create a New Paradigm” A Resource for Families & Others Interested in Down Syndrome & Developmental Disabilities v.6, n.3.

• Kearns, J., Towles-Reeves, E., Kleinert, H., Kleinert, J., & Thomas, M. (2011). Characteristics of and implications for students participating in alternate assessments based on alternate academic achievement standards. Journal of Special Education, 45(1), 3-14.

• Kearns, Kleinert, Harrison, Shepherd-Jones, Hall, & Jones (2011). What Does College and Career Ready Mean for Students with Significant Cognitive Disabilities? Available at http://www.naacpartners.org/publications/CareerCollegeReadiness.pdf

• Samuels, C. (2013). Common Core's Promise Collides With IEP Realities. Available at http://www.edweek.org/ew/articles/2013/10/30/10cc-iep.h33.html

• Wickham, D. and Lederer, L. (2007, December). Functional Curriculum and Academic Standards-based Curriculum: Competing for your Child’s Time? Presentation at the annual meeting of TASH. Seattle, WA. 45