1. Extended Core Curriculum

2. What What are we doing? PROFESSIONAL Quarterly meetings with other severe unit teachers. LEARNING Collaborate with teachers regarding curriculum, instruction, and behavior interventions. Collaborate with teachers regarding transition. COMMUNITIES Provide support to one another.

3. Why? “Winds of Change”

4. How How are things going to change? Utah State Office of Education Extended Core Standards for Students with Significant Cognitive Disabilities. IEP Goals aligned with USOE Extended Core Standards on grade level. Implementing curriculum district-wide.

5. for Students with Significant Cognitive Disabilities

6. Introduction Developed to give students with significant disabilities access to the Core Curriculum. Contains standards for math, science and English language arts for grades K-12.

7. Organization Standard: a broad statement of what all students are expected to understand. Element of the Standard: a statement of specific expectations and basic principles of the standard. Extended Core Standard: a statement of what a student with significant cognitive disabilities is expected to understand at each grade level. Example: intended to demonstrate practical and functional application of the standard.

8. In your groups: Pick an extended core standard for English language arts that falls within the grade level of students your group currently instructs. Write a lesson plan in which the content objective of the plan aligns with the extended core standard. Do the same for math and science.

9. aligned with grade level Extended Core Standards

10. Refresher IEP goals should be: Observable Measureable Have functional application (PLAFFP “statement of function”) Goals tied to objectives “as evidenced by”

11. Assessment Should direct IEP goals and instruction. Should be done with each Extended Core Standard. Should culminate every year with UAA.

12. In your groups: Look at English language arts Core Standards and write an IEP Goal and Objectives for the grade level your group currently instructs. Design or outline an assessment procedure for your IEP goal...make sure to address progress reporting. Do the same for math and science.

13. implemented district-wide

14. Elementary English language arts: MEville to WEville Math Every Day Counts

15. Elementary English language arts: MEville to WEville Currently being piloted at: Green Acres Elementary Math: Every Day Counts Currently being piloted at: Green Acres Elementary

16. Secondary English language arts: Language! Level A Math Attainment’s Teaching to Math Standards

17. Secondary English language arts: Language! Level A Currently being piloted at: Bonneville High School Math: Attainment’s Teaching to Math Standards Currently being piloted at: Orion Junior High

18. Elementary Janice Hill Extended Core with Lo-Tech Accommodations Secondary Nichole Warren-Doman Extended Core Science—teaching with technology

19. Where Where do we go from here? Personal Reflection What am I currently doing? Why am I doing it that way? How can I begin to implement change? Question/Feedback Write down at least one question you still have. Any presentation feedback.

20. PLCs: Collaborate! Don’t continue to reinvent the wheel. Coordinators: Plan to meet with your coordinator and share your “How” question, so they have a specific way to help. Me: Please leave your question with me today and I will get them answered. I will be facilitating the PLC meetings this year so please share your feedback with me. I would love to come see the exciting things you are doing in your classes and help problem solve with you. Juliana Woodbury(801)814-8087jwoodbury@weber.k12.ut.usjwoodbury@weber.k12.ut.us Who Who will support you?