SPRING 2013 COGNITIVE DISABILITIES PROGRAM SUPPORT TEACHER AND LEADERSHIP MEETING

Overview  Common Core Essential Elements:  Principles of Effective Instruction in ELA  Standards of Mathematical Practice  Universal Design for Learning  Transition

Who are students with Significant Cognitive Disabilities? Students (1)who are within one or more of the existing categories of disability under the IDEA [Individuals with Disabilities Education Act] (e.g., autism, multiple disabilities, traumatic brain injury, etc.); (2) whose cognitive impairments may prevent them from attaining grade-level achievement standards, even with the very best instruction. (U.S. Department of Education, 2005, p. 23)

Principles of Effective Instruction in English Language Arts

The Common Core emphasizes  Learning builds over time  Application of knowledge and skills  Active participation and interaction in learning activities  Collaboration and communication  Ongoing comprehensive instruction in reading, writing, speaking, listening, and language

Wisconsin Foundations for ELA  Literacy is an evolving concept, and becoming literate is a lifelong learning process  English language arts instruction builds an understanding of the human experience  Literacy, language and meaning are socially constructed and are enhanced by multiple perspectives  Critical thinking and problem solving, communication, collaboration, and creativity are aspects of effective English education and attributes of Wisconsin graduates  English language arts is an integrated discipline

Crosswalk University of North Carolina’s Center for Literacy and Disability Studies Wisconsin’s Foundations for English Language Arts Learning builds over timeLiteracy is an evolving concept, and becoming literate is a lifelong learning process Application of knowledge and skillsEnglish language arts instruction builds an understanding of the human experience Active participation and interaction in learning activities Literacy, language and meaning are socially constructed and are enhanced by multiple perspectives Collaboration and communicationCritical thinking and problem solving, communication, collaboration, and creativity are aspects of effective English education and attributes of Wisconsin graduates Ongoing comprehensive instruction in reading, writing, speaking, listening, and language English language arts is an integrated discipline

Wisconsin Foundations for ELA  Literacy is an evolving concept, and becoming literate is a lifelong learning process  English language arts instruction builds an understanding of the human experience  Literacy, language and meaning are socially constructed and are enhanced by multiple perspectives  Critical thinking and problem solving, communication, collaboration, and creativity are aspects of effective English education and attributes of Wisconsin graduates  English language arts is an integrated discipline

THE COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS ARE SPECIFIC STATEMENTS OF CONTENT AND SKILL EXPECTATIONS IN THE AREAS OF READING, WRITING, LISTENING AND SPEAKING, AND LANGUAGE.

LITERACY IS AN EVOLVING CONCEPT, AND BECOMING LITERATE IS A LIFE LONG LEARNING PROCESS.

Reading and Foundational Skills: Phonics and Word Recognition Grade Level Standard: Know and apply grade-level phonics and word analysis skills in decoding words. Ka. Demonstrate basic knowledge of letter-sound correspondences. c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 1b. Decode regularly spelled one-syllable words. 2c. Decode regularly spelled two-syllable words with long vowels. d. Decode words with common prefixes and suffixes. f. Recognize and read grade-appropriate irregularly spelled words. 3b. Decode words with common Latin suffixes. c. Decode multi-syllable words. d. Read grade-appropriate irregularly spelled words. 4a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Two Instructional Principles that apply to the foundation - Literacy is an evolving concept 1.Repetition with variety 2.Cognitive engagement

Making Words: An example of Repetition with Variety and Cognitive Engagement

Activity #1 Repetition with Variety With a partner or in small groups decide whether the activities on the handouts represent rote repetition or repetition with variety? With a partner or in small groups, come up with additional instructional activities that use repetition with variety.

ELA INSTRUCTION BUILDS AN UNDERSTANDING OF THE HUMAN EXPERIENCE ELA INSTRUCTION BUILDS AN UNDERSTANDING OF THE HUMAN EXPERIENCE

An Instructional Principle that applies to building an understanding of human experience 3.Cognitive clarity

Cognitive clarity about the function and value of reading.

Activity #2: Cognitive Clarity 1)Describe a personal learning experience that lacked Cognitive Clarity. 2)Describe a personal learning experience that did have Cognitive Clarity. 3)Reflect on activities that you have used that demonstrate cognitive clarity and activities that did not demonstrate cognitive clarity.

LITERACY, LANGUAGE AND MEANING ARE SOCIALLY CONSTRUCTED AND ARE ENHANCED BY MULTIPLE PERSPECTIVES

Instructional Principles that applies to the foundation- Literacy, language, and meaning are socially constructed 4.Personal connection with the curriculum 5.Participation of a knowledgeable other

Scott and Blake write a book

CRITICAL THINKING AND PROBLEM SOLVING, COMMUNICATION, COLLABORATION, AND CREATIVITY ARE ASPECTS OF EFFECTIVE ENGLISH EDUCATION AND ATTRIBUTES OF WISCONSIN GRADUATES

An Instructional Principle that applies to the foundation- critical thinking and problem solving, communication, collaboration and creativity 6.Every student must have a means of expressive communication.

AAC comes in all forms, shapes and sizes!

A Sample “Core” Vocabulary

ENGLISH LANGUAGE ARTS IS AN INTEGRATED DISCIPLINE

An Instructional Principle that applies to the foundation-English language arts is an integrated discipline 7. Significant time allocation for instruction

Activity #3: Student Literacy Program  Think of 1 of your students and consider how much instructional time he/she gets in each of the following areas English Language Arts strands on a weekly basis.  As you look at your handout, what do you notice?

Principles of Effective ELA Instruction 1.Repetition with variety 2.Cognitive engagement 3.Cognitive clarity 4.Personal connection with the curriculum 5.Participation of a knowledgeable other 6.A means of expressive communication 7.Significant time allocation for comprehensive instruction

Tar Heel Reader The Tar Heel Reader is a collection of free, easy-to- read, and accessible books on a wide range of topics. Each book can be speech enabled and accessed using multiple interfaces, including touch screens, the IntelliKeys with custom overlays, and 1 to 3 switches.

BREAK

AN OVERVIEW OF THE COMMON CORE STATE STANDARDS FOR MATHEMATICAL PRACTICE FOR USE WITH THE COMMON CORE ESSENTIAL ELEMENTS

8 Standards for Mathematical Practice  Standard 1: Make sense of problems and persevere in solving them  Standard 2: Reason abstractly and quantitatively  Standard 3: Construct viable arguments and critique the reasoning of others  Standard 4: Model with mathematics

8 Standards for Mathematical Practice Standard 5: Use appropriate tools strategically Standard 6: Attend to precision Standard 7: Look for and make use of structure Standard 8: Look for and express regularity in repeated reasoning

Reason abstractly and quantitatively. (MP 2) Construct viable arguments and critique the reasoning of others. (MP 3) Reasoning and Explaining Model with mathematics. (MP 4) Use appropriate tools strategically. (MP 5) Modeling and Using Tools Look for and make use of structure. (MP 7) Look for and express regularity in repeated reasoning. (MP 8) Seeing Structure and Generalizing Make sense of problems and persevere in solving them. (MP 1) Attend to precision. (MP 6) Standards for Mathematical Practice

STANDARD 1: MAKE SENSE OF PROBLEMS AND PERSEVERE IN SOLVING THEM

Mathematically proficient students:  Explain the meaning of a problem and restate it in their own words  Analyze given information to develop possible strategies for solving the problem  Identify and execute appropriate strategies to solve the problem  Evaluate progress toward the solution and make revisions if necessary  Check of accuracy and reasonableness of work, strategy and solution  Understand and connect strategies used by others to solve problems

Making Sense of Problems Example: How would you solve this? Erin has 10 comic books. She has 3 more comic books than Jason has. How many comic books does Jason have? Common Core Essential Element: EE3.OA.8: Add to solve real world one-step story problems from 0-30

Making Sense of Problems Key words don’t work!

We tell them—more means add Erin has 10 comic books. She has 3 more comic books than Jason has. How many comic books does Jason have? But is our answer really 13 which is 10+ 3?

STANDARD 6: ATTEND TO PRECISION

Mathematically proficient students:  Understand symbols and use them consistently within the context of a problem  Calculate answers efficiently and accurately and label them appropriately  Formulate precise explanations (orally and in written form) using both mathematical representations and words  Communicate using clear mathematical definitions, vocabulary, and symbols

Attend to Precision Example: Are these the same? = Common Core Essential Element: EE. 7. EE. 3-4.: Use the concept of equality with models to solve one-step addition and subtraction equations.

4+4 = 7+1 We also use the word “same” when it doesn’t really apply. Are these the same?

Reason abstractly and quantitatively. (MP 2) Construct viable arguments and critique the reasoning of others. (MP 3) Reasoning and Explaining Model with mathematics. (MP 4) Use appropriate tools strategically. (MP 5) Modeling and Using Tools Look for and make use of structure. (MP 7) Look for and express regularity in repeated reasoning. (MP 8) Seeing Structure and Generalizing Make sense of problems and persevere in solving them. (MP 1) Attend to precision. (MP 6) Standards for Mathematical Practice

STANDARD 2: REASON ABSTRACTLY AND QUANTITATIVELY

Mathematically proficient students  Translate given information to create a mathematical representation for a concept  Manipulate the mathematical representation by showing the process considering the meaning of the quantities involved  Recognize the relationships between numbers/quantities within the process to evaluate a problem  Review the process for reasonableness within the original context

STANDARD 3: CONSTRUCT VIABLE ARGUMENTS AND CRITIQUE THE REASONING OF OTHERS

Mathematically proficient students  Use observations and prior knowledge (stated assumptions, definitions, and previous established results) to make conjectures and construct arguments  Compare and contrast logical arguments and identify which one makes the most sense  Justify (orally and in written form) the approach used, including how it fits in the context from which the data arose  Listen, understand, analyze, and respond to the arguments of others  Identify and explain both correct and flawed logic  Recognize and use counterexamples to refine assumptions or definitions and dispute or disprove an argument

Reasoning and Explaining Example: If Sam can mow one lawn in 2 hours, how many lawns can he mow in 8 hours? Write a proportional relationship that represents the situation. Common Core Essential Element: EE.7.RP. 1-3 Use a ratio to model or describe a relationship.

Reasoning and Explaining If Sam can mow one lawn in 2 hours, how many lawns can he mow in 8 hours? Write a proportional relationship that represents the situation.

Representational proportions =

Concrete Proportions = = X

Reason abstractly and quantitatively. (MP 2) Construct viable arguments and critique the reasoning of others. (MP 3) Reasoning and Explaining Model with mathematics. (MP 4) Use appropriate tools strategically. (MP 5) Modeling and Using Tools Look for and make use of structure. (MP 7) Look for and express regularity in repeated reasoning. (MP 8) Seeing Structure and Generalizing Make sense of problems and persevere in solving them. (MP 1) Attend to precision. (MP 6) Standards for Mathematical Practice

STANDARD 4: MODEL WITH MATHEMATICS

Mathematically proficient students:  Use a variety of methods to model, represent, and solve real-world problems  Simplify a complicated problem by making assumptions and approximations  Interpret results in the context of the problem and revise the model if necessary  Choose a model that is both appropriate and efficient to arrive at one or more desired solutions

STANDARD 5: USE APPROPRIATE TOOLS STRATEGICALLY

Mathematically proficient students:  Identify mathematical tools and recognize their strengths and weaknesses  Select and use appropriate tools to best model/solve problems  Use estimation to predict reasonable solutions and/or detect errors  Identify and successfully use external mathematical resources to pose or solve problems  Use a variety of technologies, including digital content, to explore, confirm, and deepen conceptual understanding

Modeling and Using Tools Example: The students in Ms. Baca’s art class were mixing yellow and blue paint. She told them that two mixtures will be the same shade of green if the blue and yellow paint are in the same ratio. Common Core Essential Element: EE.7.RP. 1-3 Use a ratio to model or describe a relationship

Modeling and Using Tools Solution ABCDE YELLOW1 PART2 PARTS3 PARTS4 PARTS6 PARTS BLUE2 PARTS3 PARTS6 PARTS 9 PARTS How many different shades of paint did the students make?

Our tool: Number line

Reason abstractly and quantitatively. (MP 2) Construct viable arguments and critique the reasoning of others. (MP 3) Reasoning and Explaining Model with mathematics. (MP 4) Use appropriate tools strategically. (MP 5) Modeling and Using Tools Look for and make use of structure. (MP 7) Look for and express regularity in repeated reasoning. (MP 8) Seeing Structure and Generalizing Make sense of problems and persevere in solving them. (MP 1) Attend to precision. (MP 6) Standards for Mathematical Practice

STANDARD 7: LOOK FOR AND MAKE USE OF STRUCTURE

Mathematically proficient students:  Look for, identify, and accept patterns or structure within relationships  Use patterns or structure to make sense of mathematics and connect prior knowledge to similar situations and extend to novel situations  Analyze a complex problem by breaking it down into smaller parts  Reflect on the problem as a whole and shift perspective as needed

STANDARD 8: LOOK FOR AND EXPRESS REGULARITY IN REPEATED REASONING

Mathematically proficient students:  Recognize similarities and patterns in repeated trials with a process  Generalize the process to create a shortcut which may lead to developing rules or creating a formula  Evaluate the reasonableness of results throughout the mathematical process while attending to the details

Multiplication 2 * 3= ?

Seeing Structure and Generalizing Example: Two birds + two birds + two birds= ? Common Core Essential Elements EE.3.OA.1-2.: Use repeated addition and equal groups to find the total number of objects to find the sum.

Seeing Structure and Generalizing Solution ++ =?=?

Given a repeated addition number sentence, use a number line to find the sum.

MAKING CONNECTIONS

Content Standards “Understanding” standards are the points of intersection between the Standards for Mathematical Content and the Standards for Mathematical Practice” Standards for Mathematical Practice

QUESTIONS

Resources Common Core State Standards: Dynamic Learning Maps: Illustrative Mathematics: Tar Heel Reader:

Contact Information Special Education Team Erin Faasuamalie 608/ Sandy Berndt 608/ Office of Student Assessment Kristen Burton 608/

THANK YOU!