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

1. NCSCSouth Carolina: CoP MeetingCurriculum and Instructional SupportsFebruary 27th, 2013

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

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.

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.

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

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.

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. Content Modules Ele Unit UDLs MS Unit UDLs HS Unit UDLs Ele MASSIs & LASSIs MS MASSIs & LASSIs HS MASSIs & LASSIs =Standards documents = Documents that promote teacher understanding of the content = Documents that promote instruction of the content SCHEMA for Common Core State Standards Resources NCSC Instructional Resources Common Core State Standards Core Content Connectors Learning Progressions Frameworks WHAT TO TEACH Instructional Families Graduated Understandings Element Cards HOW TO TEACH Curriculum Resource Guides Instructional Resource Guide

10. Common Core State Standards • 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. Content Modules Ele Unit UDLs MS Unit UDLs HS Unit UDLs Ele MASSIs & LASSIs MS MASSIs & LASSIs HS MASSIs & LASSIs =Standards documents = Documents that promote teacher understanding of the content = Documents that promote instruction of the content SCHEMA for Common Core State Standards Resources NCSC Instructional Resources Learning Progressions Frameworks Common Core State Standards Core Content Connectors WHAT TO TEACH Instructional Families Graduated Understandings Element Cards HOW TO TEACH Curriculum Resource Guides Instructional Resource Guide

12. Learning Progressions Frameworks • 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: • Symbolic Expression (SE); • Numbers and Operations (NO); • Measurement (ME); • Patterns, Relations, & Functions (PRF); • Geometry (GM); and • Data Analysis, Probability, & Statistics (DPS).

14. English Language Arts LPFs • Four Reading Strands: • Habits & Dispositions (HD), • Reading/Making Meaning at the Word Level (RWL), • Reading Literature/Making Meaning at the Text Level (RL), • Reading Informational Texts/ Making Meaning at the Text Level (RI),

15. English Language Arts LPFs • Three Writing Strands • Writing Literary Text/Communicating Ideas and Experiences (WL); • Writing to Inform/Communicating Ideas through Informative Texts (WI); and • Writing Persuasively/Communicating Opinions, Critiques, & Arguments (WP).

17. Content Modules Ele Unit UDLs MS Unit UDLs HS Unit UDLs Ele MASSIs & LASSIs MS MASSIs & LASSIs HS MASSIs & LASSIs =Standards documents = Documents that promote teacher understanding of the content = Documents that promote instruction of the content SCHEMA for Common Core State Standards Resources NCSC Instructional Resources Common Core State Standards Core Content Connectors Learning Progressions Frameworks WHAT TO TEACH Instructional Families Graduated Understandings Element Cards HOW TO TEACH Curriculum Resource Guides Instructional Resource Guide

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.

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. Content Modules Ele Unit UDLs MS Unit UDLs HS Unit UDLs Ele MASSIs & LASSIs MS MASSIs & LASSIs HS MASSIs & LASSIs =Standards documents = Documents that promote teacher understanding of the content = Documents that promote instruction of the content SCHEMA for Common Core State Standards Resources NCSC Instructional Resources Common Core State Standards Core Content Connectors Learning Progressions Frameworks WHAT TO TEACH Instructional Families Graduated Understandings Element Cards HOW TO TEACH Curriculum Resource Guides Instructional Resource Guide

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. Content Modules Ele Unit UDLs MS Unit UDLs HS Unit UDLs Ele MASSIs & LASSIs MS MASSIs & LASSIs HS MASSIs & LASSIs =Standards documents = Documents that promote teacher understanding of the content = Documents that promote instruction of the content SCHEMA for Common Core State Standards Resources NCSC Instructional Resources Common Core State Standards Core Content Connectors Learning Progressions Frameworks WHAT TO TEACH Instructional Families Graduated Understandings Element Cards HOW TO TEACH Curriculum Resource Guides Instructional Resource Guide

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. Grade-span Learning Targets from the Learning Progression Frameworks Distribution of Instructional Families and the number of related CCCs by grade Five Instructional families for Data Analysis I & II

29. Grade-span Learning Target from the Learning Progression Frameworks Instructional Families for Data Analysis I (K-4) Reference to related CCSS Distribution of CCCs by Instructional Families an grade

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

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. Content Modules Ele Unit UDLs MS Unit UDLs HS Unit UDLs Ele MASSIs & LASSIs MS MASSIs & LASSIs HS MASSIs & LASSIs =Standards documents = Documents that promote teacher understanding of the content = Documents that promote instruction of the content SCHEMA for Common Core State Standards Resources NCSC Instructional Resources Common Core State Standards Core Content Connectors Learning Progressions Frameworks WHAT TO TEACH Instructional Families Graduated Understandings Element Cards HOW TO TEACH Curriculum Resource Guides Instructional Resource Guide

35. Curriculum Resource Guides

36. What is included in CR Guide? • Part 1- Content • Explanation of how prioritized CCCs under topic are taught in a general education setting • Also includes common misunderstandings in content area and prior knowledge/skills needed

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

38. What is included in CR Guide? • 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

39. What is included in CR Guide? • 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. Content Modules MS Unit UDLs HS Unit UDLs Ele Unit UDLs Ele MASSIs & LASSIs MS MASSIs & LASSIs HS MASSIs & LASSIs =Standards documents = Documents that promote teacher understanding of the content = Documents that promote instruction of the content SCHEMA for Common Core State Standards Resources NCSC Instructional Resources Common Core State Standards Core Content Connectors Learning Progressions Frameworks WHAT TO TEACH Instructional Families Graduated Understandings Element Cards HOW TO TEACH Curriculum Resource Guides Instructional Resource Guide

42. UDL Unit Plans/ Lesson Plans • 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.

43. 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. Lessons are taken from the general education curriculum; principles of UDL are applied:

44. Unit Plan cont. …then modified and or adapted for Emerging Readers and Emerging Communicators • 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. Content Modules Ele Unit UDLs MS Unit UDLs HS Unit UDLs Ele MASSIs & LASSIs HS MASSIs & LASSIs MS MASSIs & LASSIs =Standards documents = Documents that promote teacher understanding of the content = Documents that promote instruction of the content SCHEMA for Common Core State Standards Resources NCSC Instructional Resources Common Core State Standards Core Content Connectors Learning Progressions Frameworks WHAT TO TEACH Instructional Families Graduated Understandings Element Cards HOW TO TEACH Curriculum Resource Guides Instructional Resource Guide

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. Leveled Instruction Bolded text indicates teacher script Instructional strategy: CTD Check and Score: Teacher scores on Progress Monitoring Sheet. Numbers correspond with number on data sheet. Goals for each grade level in grade band Instructional strategy: LIP

48. Progress Monitoring Data Sheet • Follows MASSI; steps correspond with steps of task analysis • 1st column: materials to present to student • 2nd column: instructional cue and prompt (if applicable) • 3rd 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 • Activities that would be expected at grade level for each CCSS addressed