Spring 2013 Cognitive disabilities Program Support Teacher and Leadership Meeting

1. Spring 2013 Cognitive disabilities Program Support Teacher and Leadership Meeting

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

3. Who are students with Significant Cognitive Disabilities? Students • 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)

4. Principles of Effective Instruction in English Language Arts

5. 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

6. 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

7. Crosswalk

8. 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

9. The Common Core State Standardsfor English Language Arts are specific statements of content and skill expectations in the areas of reading, writing, listening and speaking, and language.

10. Literacy is an evolving concept, and becoming literate is a life long learning process.

11. Reading and Foundational Skills: Phonics and Word Recognition

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

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

15. 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.

16. ELA instruction builds an understanding of the human experience

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

18. Cognitive clarity about the function and value of reading.

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

20. Literacy, language and meaning are socially constructed and are enhanced by multiple perspectives

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

22. Scott and Blake write a book

23. Critical thinking and problem solving, communication, collaboration, and creativity are aspects of effective English education and attributes of Wisconsin graduates

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

25. AAC comes in all forms, shapes and sizes!

26. A Sample “Core” Vocabulary

27. English language Arts is an integrated discipline

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

29. 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?

30. Principles of Effective ELA Instruction • Repetition with variety • Cognitive engagement • Cognitive clarity • Personal connection with the curriculum • Participation of a knowledgeable other • A means of expressive communication • Significant time allocation for comprehensive instruction

31. 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. http://tarheelreader.org/

32. Break

33. An Overview of the Common Core State Standards for Mathematical Practicefor use with the Common Core Essential Elements

34. 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

35. 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

36. Standards for Mathematical Practice • Make sense of problems and persevere in solving them. (MP 1) • Attend to precision. (MP 6)

37. Standard 1: Make sense of problems and persevere in solving them

38. 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

39. 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

40. Making Sense of Problems Key words don’t work!

41. 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? We tell them—moremeans add

42. Standard 6: Attend to precision

43. 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

44. Attend to Precision Example: Are these the same? 4 + 4 = 7 + 1 Common Core Essential Element: EE. 7. EE. 3-4.: Use the concept of equality with models to solve one-step addition and subtraction equations.

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

46. Are these the same?

47. Standards for Mathematical Practice • Make sense of problems and persevere in solving them. (MP 1) • Attend to precision. (MP 6)

48. Standard 2: Reason abstractly and quantitatively

49. 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

50. Standard 3: Construct viable arguments and critique the reasoning of others