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

2. Agenda Review of Webinar Information Digging Deeper: GUs, Instructional Families, Element Cards Instructional Supports “Least Dangerous Assumption” Thasya 2

3. Training Outcomes Become 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

4. 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

5. College Career Community Communicative Competence Curriculum Common Standards Learning Progressions Core Content Connectors Curriculum Common Standards Learning Progressions Core Content Connectors Instruction Grade-level Lessons Accommodations Systematic Instruction Instruction Grade-level Lessons Accommodations Systematic Instruction Assessment Formative Summative Assessment Formative Summative 5

6. Training Outcomes  Understand 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

7. 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.

9. Learning Progressions Frameworks Core Content Connectors Instructional Resource Guide Content Modules 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 WHAT TO TEACH HOW TO TEACH Graduated Understandings Instructional Families Element Cards SCHEMA for Common Core State Standards Resources NCSC Instructional Resources Common Core State Standards

10. –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

11. Core Content ConnectorsCommon Core State Standards Instructional Resource Guide Content Modules 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 WHAT TO TEACH HOW TO TEACH Graduated Understandings Instructional Families Element Cards SCHEMA for Common Core State Standards Resources NCSC Instructional Resources Learning Progressions Frameworks

12. 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.

13. 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).

14. 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),

15. English Language Arts LPFs Three Writing Strands 1.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).

17. Learning Progressions Frameworks Core Content Connectors Common Core State Standards Instructional Resource Guide Content Modules 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 WHAT TO TEACH HOW TO TEACH Graduated Understandings Instructional Families Element Cards SCHEMA for Common Core State Standards Resources NCSC Instructional Resources

18. 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.

19. 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.

20. 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 10 Counting 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 31 Counting and Cardinality K CC Know number names and the count sequence. K.CC.1 Count to 100 by ones and by tens. K.NO.1a3 Rote count up to 100 Counting and Cardinality K CC Know number names and the count sequence. K.CC.1 Count to 100 by ones and by tens. K.NO.1a4 Count up to 10 objects in a line, rectangle, or array Counting and Cardinality K 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: KCCSS Domain/ClusterCommon Core State Standard K.NO.1b1 Match the numeral to the number of objects in a set Counting and Cardinality K 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. K.NO.1b2 Identify the set that has more Counting and Cardinality K CC Count to tell the number of objects. 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.

21. College and Career Readiness Anchor Standards for Reading Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual 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 supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Reading Standards for Literature

22. Learning Progressions Frameworks Core Content Connectors Common Core State Standards Instructional Resource Guide Content Modules 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 WHAT TO TEACH HOW TO TEACH Graduated Understandings Instructional Families Element Cards SCHEMA for Common Core State Standards Resources NCSC Instructional Resources

23. 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

24. Learning Progressions Frameworks Core Content Connectors Common Core State Standards Instructional Resource Guide Content Modules 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 WHAT TO TEACH HOW TO TEACH Graduated Understandings Instructional Families Element Cards SCHEMA for Common Core State Standards Resources NCSC Instructional Resources

25. 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.

26. 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.

27. 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.

28. 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

29. 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

30. Reference to related CCSS (s) Three Instructional Families in Data Analysis I Related CCSS Domains for Data Analysis I Instructional Families/CCSS Domains View

31. 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.

32. 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).

33. Element Cards

34. Learning Progressions Frameworks Core Content Connectors Common Core State Standards Instructional Resource Guide Content Modules 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 WHAT TO TEACH HOW TO TEACH Graduated Understandings Instructional Families Element Cards SCHEMA for Common Core State Standards Resources NCSC Instructional Resources

35. Curriculum Resource Guides

36. 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

37. Part 2 – Tables with CCCs and Performance Examples – 1 st table includes CCCs aligned with the topic for Grades 3-High School – Topics include: Measurement/Geometry, Equations, Ratios and Proportions, Data Analysis, and Fractions* – 2 nd table includes sample summative assessment items related to topic – Essential Understandings expectations are included What is included in CR Guide?

38. 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 What is included in CR Guide?

39. 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

40. What is included in CR Guide? 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

41. Learning Progressions Frameworks Core Content Connectors Common Core State Standards Instructional Resource Guide Content Modules 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 WHAT TO TEACH HOW TO TEACH Graduated Understandings Instructional Families Element Cards SCHEMA for Common Core State Standards Resources NCSC Instructional Resources

42. 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

43. 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.

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

45. Learning Progressions Frameworks Core Content Connectors Common Core State Standards Instructional Resource Guide Content Modules 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 WHAT TO TEACH HOW TO TEACH Graduated Understandings Instructional Families Element Cards SCHEMA for Common Core State Standards Resources NCSC Instructional Resources

46. 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.

47. 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

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

49. 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

50. 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 competence o Activities that would be expected at grade level for each CCSS addressed

51. Learning Progressions Frameworks Core Content Connectors Common Core State Standards Instructional Resource Guide Content Modules 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 WHAT TO TEACH HOW TO TEACH Graduated Understandings Instructional Families Element Cards SCHEMA for Common Core State Standards Resources NCSC Instructional Resources

52. Instructional Resource Guide

53. 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.

54. Sample Script (Model, Lead, Test)

55. NCSC Project Goal To develop a system of assessments (formative, interim and summative) supported by curriculum, instruction and professional development 55

56. Training Outcomes Become 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

57. 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

58. Thasya ­ http://www.youtube.com/watch?v=1zWp2KkOr 68 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

59. Questions and Comments

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