NCSC South Carolina: CoP Meeting Curriculum and Instructional Supports February 27th, 2013.

NCSCSouth Carolina: CoP MeetingCurriculum and Instructional

SupportsFebruary 27th, 2013

Agenda

• Review of Webinar Information• Digging Deeper: GUs, Instructional

Families, Element Cards• Instructional Supports• “Least Dangerous Assumption”• Thasya

2

Training OutcomesBecome familiar with:• The framework of access to the Common

Core State Standards (CCSS) for students with significant cognitive disabilities The “what” of planning for teaching

academic content for students with significant cognitive disabilities.

• The resources to support student involvement in the CCSS.The “how” of planning for teaching academic

content for students with significant cognitive disabilities. 3

NCSC Project Goal

To develop a system of assessments supported by curriculum, instruction, and

professional development to ensure that students with the most significant

cognitive disabilities achieve increasingly higher academic outcomes

and leave high school ready for post-secondary options.

4

College

Career

Community

Communicative Competence

CurriculumCommon Standards

Learning ProgressionsCore Content Connectors

InstructionGrade-level Lessons

AccommodationsSystematic Instruction

AssessmentFormative

Summative

5

Training OutcomesUnderstand the NCSC Instructional

Resources Schema;Understand the instructional resources

designed to promote movement toward the Common Core State Standards and increase achievement of students with the most significant cognitive disabilities; and

Understand the definition, purpose and use of each component identified in the NCSC Instructional Resources Schema.

6

Instructional Resources

• Provide guidance on how to “unpack” the instructional and assessed content;

• Promote strategies and resources for teaching challenging academic content through professional development opportunities; and

• Align challenging and attainable content that is observable and measurable for use in instruction and through a system of assessments.

Learning Progressions Frameworks

Core Content Connectors

Instructional Resource Guide

ContentModules

Curriculum Resource Guides

=Standards documents = Documents that promote teacher understanding of the content = Documents that promote instruction of the content

MS Unit UDLs

Ele Unit UDLs

HS Unit UDLs

MS MASSIs

& LASSIs

MS MASSIs

& LASSIs

Ele MASSIs

& LASSIs

Ele MASSIs

& LASSIs

HS MASSIs

& LASSIs

HS MASSIs

& LASSIs

WH

AT T

O T

EACH

HO

W T

O T

EACH

Graduated Understandings

Instructional Families

Element Cards

SCHEMA for Common Core State Standards Resources NCSC Instructional Resources

Common Core State Standards


– Define grade level content;– Define rigorous content and skills

(application of knowledge);– Align with expectations for college and

career readiness; and– Do not tell teachers how to teach, but

they do help teachers figure out the knowledge and skills their students should have so that teachers can build the best lessons and environments for their classrooms.

http://www.corestandards.org

http://www.corestandards.org/

Core Content ConnectorsCommon Core State Standards


ContentModules



MS Unit UDLs

Ele Unit UDLs

HS Unit UDLs

MS MASSIs

& LASSIs

MS MASSIs

& LASSIs

Ele MASSIs

& LASSIs

Ele MASSIs

& LASSIs

HS MASSIs

& LASSIs

HS MASSIs

& LASSIs

WH

AT T

O T

EACH

HO

W T

O T

EACH



Element Cards




• Define research-based pathways for learning;• Developed and refined using available research

and evidence;• Have clear binding threads that articulate the

essential core concepts and processes of a discipline (sometimes called the ‘big ideas’ of the discipline); and

• Articulate movement toward increased understanding (meaning deeper, broader, more sophisticated understanding).

Hess, Karin K., (December 2011). Learning Progressions Frameworks Designed for Use with the Common Core State Standards in English Language Arts & Literacy K-12.

Mathematics LPFs

• Six LPF strands:1. Symbolic Expression (SE);2. Numbers and Operations (NO);3. Measurement (ME);4. Patterns, Relations, & Functions

(PRF);5. Geometry (GM); and 6. Data Analysis, Probability, &

Statistics (DPS).

English Language Arts LPFs

• Four Reading Strands:1. Habits & Dispositions (HD), 2. Reading/Making Meaning at the

Word Level (RWL), 3. Reading Literature/Making

Meaning at the Text Level (RL), 4. Reading Informational Texts/

Making Meaning at the Text Level (RI),

English Language Arts LPFs

• Three Writing Strands1. Writing Literary

Text/Communicating Ideas and Experiences (WL);

2. Writing to Inform/Communicating Ideas through Informative Texts (WI); and

3. Writing Persuasively/Communicating Opinions, Critiques, & Arguments (WP).


Core Content Connectors



ContentModules



MS Unit UDLs

Ele Unit UDLs

HS Unit UDLs

MS MASSIs

& LASSIs

MS MASSIs

& LASSIs

Ele MASSIs

& LASSIs

Ele MASSIs

& LASSIs

HS MASSIs

& LASSIs

HS MASSIs

& LASSIs

WH

AT T

O T

EACH

HO

W T

O T

EACH



Element Cards


Core Content Connectors (CCCs)• Identify the most salient grade-level, core

academic content in mathematics and ELA found in both the CCSS and the LPF;

• Illustrate the necessary knowledge and skills in order to reach the Learning Targets within the LPF and the CCSS; and

• Focus on the core content, knowledge and skills needed at each grade to promote success at the next.

Dual Alignment of the CCCs• CCSS:

– Promotes access to grade level content standards; and

– Fosters instruction of common core standards for SSCD.

• LPF:– Promotes teaching towards defined

learning outcomes; and– Promotes sequential instruction across

grades and grade bands within big ideas or concepts.

Progress Indicator: E.NO.1a showing mastery of the prerequisite core skills of cardinality, constancy, and 1:1 correspondence

Core Content Connectors: K CCSS Domain/Cluster Common Core State Standard

K.NO.1a1 Rote count up to 10Counting and Cardinality

K CC Know number names and the count sequence.

K.CC.1 Count to 100 by ones and by tens.

K.NO.1a2 Rote count up to 31Counting and Cardinality

K CC Know number names and the count sequence.


K.NO.1a3 Rote count up to 100

Counting and CardinalityK CC Know number names and the count sequence.


K.NO.1a4 Count up to 10 objects in a line, rectangle, or array

Counting and CardinalityK CC Count to tell the number of objects.

K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.a) When counting objects, say the number names in the standard order, pairing

each object with one and only one number name and each number name with tone and only one object.

K.CC.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

Progress Indicator: E.NO.1b developing an understanding of number and principles of quantity (e.g., hold up 5 fingers at once to show 5, locate things in 2s without counting; using number words to indicate small exact numbers or relative change in quantity - more, small)

Core Content Connectors: K CCSS Domain/Cluster Common Core State StandardK.NO.1b1 Match the numeral to the number of objects in a set


K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.a) When counting objects, say the number names in the standard order, pairing

each object with one and only one number name and each number name with tone and only one object.

K.CC.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

K.NO.1b2 Identify the set that has more


K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.a) Understand that the last number name said tells the number of objects counted.

The number of objects is the same regardless of their arrangement or the order in which they were counted.

Grade 3 students: Grade 4 students: Grade 5 students: 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

CCCs CCCs CCCs 3.RL.h1 Answer questions related to the relationship between characters , setting, events, or conflicts (e.g., characters and events, characters and conflicts, setting and conflicts).

4.RL.i1 Refer to details and examples in a text when explaining what the text says explicitly.

5.RL.b1 Refer to details and examples in a text when explaining what the text says explicitly.

3.RL.i2 Answer questions (literal and inferential) and refer to text to support your answer.

4.RL.i2 Refer to details and examples in a text when drawing basic inferences about a story, poem, or drama.

5.RL.b2 Refer to specific text evidence to support inferences, interpretations, or conclusions.

3.RL.i3 Support inferences, opinions, and conclusions using evidence from the text including illustrations.

4.RL.k1 Use details and examples in a text when explaining the author’s purpose (e.g., what did the author use to scare you, surprise you?).

College and Career Readiness Anchor Standards for ReadingKey Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specifictextual evidence when writing or speaking to support conclusions drawn from the text.2. Determine central ideas or themes of a text and analyze their development; summarize the key supportingdetails and ideas.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Reading Standards for Literature




ContentModules



MS Unit UDLs

Ele Unit UDLs

HS Unit UDLs

MS MASSIs

& LASSIs

MS MASSIs

& LASSIs

Ele MASSIs

& LASSIs

Ele MASSIs

& LASSIs

HS MASSIs

& LASSIs

HS MASSIs

& LASSIs

WH

AT T

O T

EACH

HO

W T

O T

EACH



Element Cards


Prototype Content Module

• http://coedpages.uncc.edu/cpflower/cmod/ • Coordinate Plane• Expressions• Fractions and Decimals• Linear Equations• Perimeter, Area, and Volume• Radicals and Exponents• Ratios and Proportions

http://coedpages.uncc.edu/cpflower/cmod/




ContentModules



MS Unit UDLs

Ele Unit UDLs

HS Unit UDLs

MS MASSIs

& LASSIs

MS MASSIs

& LASSIs

Ele MASSIs

& LASSIs

Ele MASSIs

& LASSIs

HS MASSIs

& LASSIs

HS MASSIs

& LASSIs

WH

AT T

O T

EACH

HO

W T

O T

EACH



Element Cards


Purpose of the GUs• Provide educators with easily interpreted

visual representations of the areas of curricular emphasis within and across grades; and

• Assist educators to target instruction by promoting understanding of and student movement towards the Common Core State Standards by: – Reflecting the learning progressions within and

across grades; – Articulating the big ideas, learning targets,

and related instructional content; and– Suggesting instructional strategies and

scaffolds and supports.

Uses of the GUs• Utilized by teachers to:

– Share a common language; – Plan multi-grade instruction for students

who participate in the AA-AAS with a wide range of abilities and challenges;

– Support implementation of instructional units that include all students and promote the use of Universal Design of Learning; and

– Engage in collaborative discussion and delivery of instruction with general education teachers.

Graduated Understandings• Instructional Families:

– Provide educators with easily interpreted visual representations of the areas of curricular emphasis within and across grades; and

– Reference the CCSS and the Learning Targets of the Learning Progression Frameworks.

• Element Cards:– Define the Essential Understandings as

Concrete Understandings and Representational Understandings derived from the Core Content Connectors; and

– Articulate suggested instructional strategies, supports and scaffolds.

Five Instructional families for Data Analysis I & II

Grade-span Learning Targets from the Learning Progression

Frameworks

Distribution of Instructional Families

and the number of related CCCs by grade

Reference to related CCSS

Grade-span Learning Target from the Learning Progression

Frameworks

Instructional Families for Data Analysis I (K-4)

Distribution of CCCs by Instructional Families an grade

Reference to related CCSS (s)

Three Instructional Families in Data Analysis I

Related CCSS Domains for Data Analysis I

Instructional Families/CCSS Domains View

Element Cards

• Element Cards provide:– Links to the CCSS and the Progress Indicators

of the Learning Progression Frameworks;– Descriptions of the necessary knowledge and

skills required to successfully address the grade-specific academic content of mathematics’ domains;

– Suggested instructional intervention strategies to teach the specific concepts and skills within CCC(s); and

– Suggested supports and scaffolds.

Essential Understandings• Reflect the knowledge and skills

required to successfully address the content identified in the CCSS:– Mathematical Concrete:

• Fundamental mathematical concepts and skills to address the content described in the grade-level CCCs.

– Mathematical Representation:• Specific symbols or referents related to the

concepts and skills to apply to problem solving (e.g., mathematical symbols and operations of addition, subtraction, multiplication, division, fractions, equations).

Element Cards




ContentModules

Curriculum Resource

Guides


MS Unit UDLs

Ele Unit UDLs

HS Unit UDLs

MS MASSIs

& LASSIs

MS MASSIs

& LASSIs

Ele MASSIs

& LASSIs

Ele MASSIs

& LASSIs

HS MASSIs

& LASSIs

HS MASSIs

& LASSIs

WH

AT T

O T

EACH

HO

W T

O T

EACH



Element Cards



What is included in CR Guide?

• Part 1- Content o Explanation of how

prioritized CCCs under topic are taught in a general education setting

o Also includes common misunderstandings in content area and prior knowledge/skills needed

• Part 2 – Tables with CCCs and Performance Examples– 1st table includes CCCs aligned

with the topic for Grades 3-High School

– Topics include: Measurement/Geometry, Equations, Ratios and Proportions, Data Analysis, and Fractions*

– 2nd table includes sample summative assessment items related to topic

– Essential Understandings expectations are included


• Part 3 – General Education Activities

– Sample activities from published general education resources

– Links across content areas (ELA, science, social studies, etc.)

• Part 4 – Real World Applications– Ideas for teachers to use to

reinforce concepts in real world contexts

• Promoting Career and College Readiness

• Standards for Mathematical Practice



• Part 5 – Ideas for Promoting Career and College Readiness– Specific to topic– Address College and Career

Ready Outcomes:• Communicative competence• Fluency in reading, writing,

and math• Age appropriate social skills• Independent work behaviors• Skills in accessing support

systems


• Part 6 – Accessibility for All Learners– Basic numeracy skills

and pre-requisite skills that can be taught concurrently for each topic

– Topic specific UDL table with multiple means of representation, expression, and engagement for learners with specific needs




ContentModules



MS Unit UDLs

Ele Unit UDLs

HS Unit UDLs

MS MASSIs

& LASSIs

MS MASSIs

& LASSIs

Ele MASSIs

& LASSIs

Ele MASSIs

& LASSIs

HS MASSIs

& LASSIs

HS MASSIs

& LASSIs

WH

AT T

O T

EACH

HO

W T

O T

EACH



Element Cards


Angel

Slides 31-34 cover the UDL unit. There are already some presenter notes here but Mariel should look at these. Also, these slides only talk about the UDL aspect of the units. We may want to add in some screen shots in place of or in addition to these slides to be consistent with how we have covered the other components.

Zeller, Mariel

i can pull some together from the sample that we ran through in August to give them an idea of how it fits together - then we can even show how you could link from the unit to a Massi when problems arise.

• UDL unit plan and sample daily lesson plans are developed for the entire general education class to be inclusive of ALL students:– Model how to plan for all students from the onset

of instructional planning (universally designed learning) including students in AA-AAS;

– Excellent for co-teaching and collaborative planning;

– Promote inclusive instruction by showing how students who participate in AA-AAS can receive instruction in the general education; and

– Developed by University of Kentucky.

UDL Unit Plans/ Lesson Plans

Lessons are taken from the general education curriculum; principles of UDL are applied:

Unit Plans

Multiple means of representation – Provide students with a copy of the word problems and the table. Have drawings and 2 and 3 dimensional manipulatives available for students to use.

Multiple means of expressions – Allow students to solve the problem using formulas and/ or models and record information into tables using various formats: computer, graphic organizer (premade or original), etc. Allow students to use a reference of formulas: print, pictorial or tactile.

Multiple means of engagement – Ensure each student is actively involved in his/her partnership. Use scenarios (unit rates) related to student interests. For example, if a student is interested in animals instead of orchard trees, the scenario could involve a rate of grazing area per horse. As you observe pairs working, use questioning to get students to explain their strategies.

…then modified and or adapted for Emerging Readers and Emerging Communicators

Unit Plan cont.

Multiple means of Engagement..... Showing the end first - present the concrete example of the graph with the trees.... Then with the end in mind... students at multiple levels can solve in multiple ways... either count or solve using a calculator, graph paper, 2 and 3 dimensional manipulative materials.

Multiple Representation.... 2 dimensional paper with trees, 3 dimensional objects on green construction paper or cardboard squares.

Multiple means of Expression – Picture problem choices: present 2 choices of possible correct responses... including words or pictures, tactile representations ...




ContentModules



MS Unit UDLs

Ele Unit UDLs

HS Unit UDLs

MS MASSIs

& LASSIs

MS MASSIs

& LASSIs

Ele MASSIs

& LASSIs

Ele MASSIs

& LASSIs

HS MASSIs

& LASSIs

HS MASSIs

& LASSIs

WH

AT T

O T

EACH

HO

W T

O T

EACH



Element Cards


What is included in a MASSI?

• Color coded with instructional family;• CCC, CCSS, lesson objective by grade level;• Materials; and• Overview for all 3 grade levels.

Bolded text indicates teacher script

Instructional strategy: CTD

Instructional strategy: LIP

Leveled Instruction

Check and Score: Teacher scores on Progress Monitoring Sheet. Numbers correspond with number on data sheet.

Goals for each grade level in grade band

Progress Monitoring Data Sheet•Follows MASSI; steps correspond with steps of task analysis•1st column: materials to present to student•2nd column: instructional cue and prompt (if applicable)•3rd column: student response

•MASSI is comprised of many steps•Broken down into segments to teach across multiple sessions/days• Indicates our suggestion for stopping places •How to administer skills test (teacher says/does, student response, and error correction)•Provides suggested criterion for moving forward (~60% or higher)•“Next”- what is to come in lesson and suggestions for each grade level

•Each MASSI has a troubleshooting section•Each MASSI has a culminating activity to reinforce concepts in a real world activity•Table for building towards full grade level competenceo Activities that would be expected at grade level for each CCSS

addressed



Instructional Resource

Guide

ContentModules



MS Unit UDLs

Ele Unit UDLs

HS Unit UDLs

MS MASSIs

& LASSIs

MS MASSIs

& LASSIs

Ele MASSIs

& LASSIs

Ele MASSIs

& LASSIs

HS MASSIs

& LASSIs

HS MASSIs

& LASSIs

WH

AT T

O T

EACH

HO

W T

O T

EACH



Element Cards



What is included in IR Guide?

• Overview of Systematic Instruction;• Importance of Finding a Response Mode;• Explanation of Instructional Strategies and “how

to”;• Provides sample script for math and ELA skill for

each instructional strategy;• Troubleshooting Q&A;• Constant Time Delay (CTD) ;• System of Least Prompts (LIP) ;• Model, Lead, Test ; and• Example/Non-example Training .

Sample Script (Model, Lead, Test)

NCSC Project Goal

To develop a system of assessments (formative,

interim and summative) supported by curriculum, instruction and professional

development 55

Training OutcomesBecome familiar with:The framework of access to the Common

Core State Standards for students with significant cognitive disabilities.The “what” of planning for teaching academic

content for students with significant cognitive disabilities.

The resources to support student involvement in the Common Core State Standards.The “how” of planning for teaching academic

content for students with significant cognitive disabilities.

56

The Least Dangerous Assumption

We assume that students with the most significant cognitive disabilities are competent and able to learn, and

we support increased educational opportunities in a range of learning

environments.

57

Thasya

http://www.youtube.com/watch?v=1zWp2KkOr68

If you are interested in joining a communication focused sub-committee or if you know someone whose expertise would be valuable to the subcommittee, please email Sarah.

58





Questions and Comments

NCSCSouth Carolina: CoP MeetingCurriculum and Instructional

SupportsFebruary 27, 2013

Date post:	15-Jan-2016
Category:	Documents
Upload:	julius-mccormick
View:	216 times
Download:	1 times