1. Common Core Coaches Network December 13, 2010 ELA Math 21 st Century Skills ALL Students Educators Facilitating Learning Web 2.0 Collaboration Teamwork & Educational Policies PBL UDL

2. Today’s Meet Login: pubuser Password: greendogruns URL: http://bit.ly/fhRav4

3. Overview of the Day Welcome – Review of first meeting – Share district conversations – CCCN Outcomes Shifts in Education Activity Readings with Protocols – Students with Disabilities (SWD) and English Language Learners (ELL) UDL Lesson Ideas Lunch – 1 hour on your own or with your team Change in Instruction CCSS Structural Overview – Curriculum Crafter Unit Work

4. Shifts in Education From:To: Google Sketchup

5. Shifts in Education

6. “These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms…” “All students must have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-school lives. The Standards should be read as allowing for the widest possible range of students to participate fully from the outset, along with appropriate accommodations to ensure maximum participation of students with special education needs.” (Math Introduction, pg. 4)

7. Faces in the crowd If you had 30 students in your classroom… −14 would be male −15 would be female −12 would be eligible to receive free or reduced lunch −3 would be an English Language Learner −5 would have an IEP −1 would end up in an alternative high school −3 would drop out (based on statistics from Kent County)

8. Students With Disabilities

9. Who are they? Visible Invisible

10. What do the Common Core Standards say? Team Support Personnel Instructional Supports Alternative Materials

11. SWD Wordle

12. Put your heads together on SWD and the CCSS 5 minutes at your table Identify and highlight

13. Universal Design for Learning

14. What is Universal Design? Not one size fits all – but alternatives for everyone. Not added on later – but designed from the beginning. Not access for some – but access for everyone.

15. Universal Design (UD) The design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design. *See Connell, et al. (1997, April 1). Doylesaylor. (2007, September 17). Afternoon sun raking curb cut. In Flickr [Photograph]. Retrieved June 4, 2008, from http://flickr.com/photos/doyle_saylor/1399859064/

16. Drawbacks of Retrofitting −Each retrofit solves only one local problem −Retrofitting can be costly −Many retrofits are UGLY! What is Universal Design?

17. A Universal Design approach is simply more practical, elegant and effective, since it is always better to build in flexibility from the beginning, rather than try to add it on later.

18. What is Universal Design for Learning (UDL)? The process of building in (rather than adding on) accessibility and achievement supports for diverse learning needs is known as Universal Design for Learning “Consider the needs of the broadest possible range of users from the beginning” -- Architect, Ron Mace

19. Ramps Curb Cuts Electric Doors Captions on Television Easy Grip Tools… What is Universal Design?

20. One Simple UD Example Automated Door People carrying things People in wheelchairs People with service animals Everyone! Can be used by:

22. Universal Design for Learning (UDL) “The burden of adaptation should be first placed on the curriculum, not the learner. Because most curricula are unable to adapt to individual differences, we have come to recognize that our curricula, rather than our students, are disabled.” *See Center for Applied Special Technology (2008). Universal design for learning guidelines version 1.0 (p. 4).

23. UDL Principles Provide Multiple Means of Representation (the "what" of learning). Provide Multiple Means of Expression (the "how" of learning). Provide Multiple Means of Engagement (the "why" of learning). * See Center for Applied Special Technology (2008). Universal design for learning guidelines version 1.0 (pp.3-4).

24. http://www.youtube.com/watch?v=SkhpmEZWuRQ

25. GraphCalc Algebra NLVM FX Graph

26. 26 From eBooks to Learning Books http://www.assistivetechnology.vcu.edu/at_for_math/

27. how people

28. How people learn Old model of learning: Stimulus, Response, and Reinforcement.

29. How people learn Contextual, Distributed, Variable

30. Native language Blindness / Low Vision Dyslexia Hearing Impairment s Mobility Impairment s Learning Disabilitie s Motivation Working memory Background knowledge DistributedContextualVariable

31. Universal Design for Learning

32. UDL Guidelines have three primary principles: http://www.udlcenter.org/aboutudl/udlguidelines WHAT? (Recognition)HOW? (Strategic) WHY? (Affective) 32 From eBooks to Learning Books

33. Put your heads together on UDL 5 minutes at your table Identify and highlight

34. UDL Strategies for ELA Visual Supports Video Supports Auditory Supports

35. UDL Strategies for Math Manipulatives Visual Support Video

36. Break

37. English Language Learners Casey Gordon English Language Learners and World Languages Coordinator caseygordon@kentisd.org 616.365.2337

38. ELL Wordle

39. UDL Lesson Ideas Ron Houtman Educational Technology Consultant ronhoutman@kentisd.org 616.365.2272

40. Afternoon Work Dive into the standards Apply UDL concepts to lesson design But first…there is one more requirement put forth in the Common Core…

41. English for Mathematicians Please diagram the following sentence: “The ship of my dreams sank quickly on Tuesday.” Answer How is this grammar instruction similar to traditional math instruction?

42. www.khanacademy.org www.wolframalpha.com Open a new tab and type in: http://bit.ly/fhRav4 http://bit.ly/fhRav4 Click on “ACT Common Core Report” Procedure vs. Concepts

43. Lunch – 1 Hour (On Your Own)

44. Comparing Two Mathematical Tasks Martha was re-carpeting her bedroom which was 15 feet long and 10 feet wide. How many square feet of carpeting will she need to purchase? −(Stein, Smith, Henningsen, and Silver, 2000, p. 2)

45. Comparing Two Mathematical Tasks Ms. Brown’s class will raise rabbits for their spring science fair. They have 24 feet of fencing with which to build a rectangular rabbit pen in which to keep the rabbits. If Ms. Brown’s students want their rabbits to have has much room as possible, how long would each of the sides of the pen be? How long would each of the sides of the pen be if they had only 16 feet of fencing? How would you go about determining the pen with the most room for any amount of fencing? Organize your work so that someone else who reads it will understand it.

46. How to Read the CCSS Strands/Domains: are larger groups of related standards. Standards from different strands/domains may sometimes be closely related. Clusters: summarize groups of related standards. Note that standards from different clusters may sometimes be closely related, because mathematics is a connected subject. Standards: define what students should understand and be able to do. Common Core Website

47. Curriculum Crafter Compare/Contrast look of Curriculum Crafter to Common Core Use 6 th Grade as example grade CCSS document correlation Connect with UDL Guidelines −www.curriculumcrafter.org −Login: Math CCCN −Password: secondary

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49. Closing the Achievement Gap “Teaching procedures without an understanding of the concepts is like having Christmas ornaments with no tree. If there is nothing to hang the procedures on, the ornaments will be lost.”

50. Christmas Tree Choose a unit from Algebra I or Geometry Determine what concepts and what procedures need to be taught Utilize Curriculum Crafter, your computer, your own genius to develop teaching strategies for your unit Green cutouts = concepts and teaching strategies for the concepts Ornament cutouts = procedures and teaching strategies for the procedures Label the specific UDL guidelines you are hitting with each teaching strategy listed

51. OR… Create your own visual analogy that displays and separates the concepts from the procedures in a particular unit and labels the UDL guidelines

52. Check your work Read through Critical Areas and Unit Overview from the Common Core Appendix to see if there is anything you would like to add to your tree.

53. Next Steps Share ACT research with colleagues Re-create a Christmas Tree (or some such visual like it) A forum will be created in Moodle after the New Year in order for you to provide feedback on how it went See you on February 1, 2011 (Happy Holidays!)