Common Core & SPED February 5, 2014

1. Training adapted from Walk Through the WIKI: Resources for Educators on How to Modify Curriculum and Instruction for Students with DisabilitiesNational Center and State Collaborative Approach to Defining and Teaching Content California Common Core State Standards Symposium for Special Educators December 2, 2013 Common Core & SPED February 5, 2014

3. Websites used for this presentation: • California Department of Education • Specialized Schools • Special Education • Common Core Resources for Special Education • NCSCPartners.org • wiki.ncscpartners.org We’ll review this website today.

4. Common Core State Standards Aligned Assessment Smarter Balance National Center and State Collaborative (NCSC) 3-8 & 11 Grades Special Education- Moderate to Severe Assessment Curriculum and Instruction Computer based • 3-8 & 11 Grades • General Education students • Assessment only • Curriculum will be federally and state adopted- publishers • Computer adaptive

6. Common Core State Standards • Define grade level content and achievement; • Define rigorous content and skills (application knowledge); • Align with expectations for college and career success • 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/

7. Looking at 4 InterrelatedGuiding Principles of Learning Progressions (Hess, 2008) • Based on available Research • The big ideas/the “essence” of concepts/processes are the binding threads • May not be linear, but articulate movement toward increased understanding (e.g., deeper, broader, ability to apply or generalize) • Go hand-in-hand with well-designed/aligned assessments NCSC GSEG

8. Learning Progressions Statement of Enduring Understanding Learning Targets Progress Indicators NCSC GSEG

9. NCSC GSEG

10. 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

11. Core Content Connectors (CCCs) • Focus on the core content, knowledge and skills needed at each grade to promote success at the next • Identify priorities in each content area to guide the instruction for students in this population and for the alternate assessment.

12. Common Core State Standards Core Content Connectors (CCC)

13. 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

14. 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.

15. 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

16. 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

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

18. Element Cards

19. 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

20. Purpose of the Content Modules • Content Modules provide explanations and examples of the concepts contained in the Common Core State Standardsthat may be difficult to teach or unfamiliar to special education teachers. • Used by teachers at the elementary, middle, and high school levels. • Promote an understanding of the concepts so that a teacher can begin to plan how to teach the concepts to students • Provide teachers with potential adaptations and modifications to consider when designing materials and instruction.

21. Content Modules Topics Math ELA Vocabulary Acquisition and Use Text structure Inferences and summarizing Main idea, theme, and key details Author’s purpose and point of view Writing- narrative, explanatory and persuasive • Coordinate Plane • Expressions • Factions and Decimals • Functions • Linear Equations • Perimeter, area, and Volume • Radicals and Exponents • Ratios and Proportions

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. The purposes of the Curriculum Resource Guides Are: • The Curriculum Resource Guides describe how to teach the content to students with the most significant cognitive disabilities(whereas the Content Modules describe the content in general education) • The Curriculum Resource Guides provide guidance for teaching the Common Core State Standards to students with the most significant cognitive disabilities, • Provide examples for differentiating instruction for a wide range of students in multiple grade levels, • Identify the necessary skills and knowledge students need to acquire/master the content. Curriculum Resource Guides

24. 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

25. Part 2– General Education Activities • 2. What are some of the types of activities general educators will use to teach this skill? • 2.1 Activities from General Education Resources • “Story translations” – students are given a math story and asked to write an equation that means the same thing. • “Names for numbers”2 – students are given a number and asked to write several expressions to represent the number (e.g., given number 10, student writes the following expressions: 2+8, 20÷2, 17-7) • “Tilt or balance”2 – draw a balance on the board and write an expression above each pan and ask students whether it will tilt or balance. (e.g., left pan says 2 x 7 and right pan says 6 + 6; students call out “tilt”) • Links Across Content Areas • Science – use formulas, substitute values for variables, and solve equation to determine: acceleration, mass, volume, friction, orbit, etc.

26. Part 3. What Connectors to the Common Core Standards Are Addressed in Teaching “Equations”?

27. Part 4 – Real World Applications Ideas for teachers to use to reinforce concepts in real world contexts • Use a formula and solve the equation to determine the cost of additional text message charges. • Solve an equation to determine amount of paint needed to paint a room. • Solve an equation to determine how much a sale item will cost. • Solve an equation to determine how much mulch is needed to cover a section of lawn. • Given a recipe, determine how long a roast must be cooked based on the weight of the meat and the time per pound that is required to cook the meat to a safe temperature.

28. 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

29. Part 6 – Accessibility for All Learners • 6.1 Basic numeracy skills and pre-requisite skills that can be taught concurrently for each topic • 6.2 Topic specific UDL table with multiple means of representation, expression, and engagement for learners with specific needs

30. Options for Representation

31. 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 Instructional Resource Guide Curriculum Resource Guides

32. What is Included in IR Guide? • Evidence-based best practice in instruction for students with significant cognitive disabilities. • Reviews instructional strategies that are based on theories of Applied Behavior Analysis (ABA). • Constant Time Delay (CTD) • System of Least Prompts (LIP) • Model, Lead, Test • Example/Non-example Training

33. 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

34. Universal Designis a framework that says . . . One size does NOT fit all – alternatives for everyone. Designed from the Beginning—Not added on later. Access for everyone, not just some..

35. What is Included in UDL Units? • Based on general ed lessons that are universally designed for all students • Walk the educator through the process of adapting materials and providing accommodations that assist emerging readers and communicators in the classroom. • Promote inclusive education and collaborative instruction and model classroom planning that considers multiple means of engagement, representation and expression.

36. UDL Units in Mathematics

37. ELA – UDL Units and lessons

38. UDL Unit Plans/ Lesson Plans UDL units include sample daily lesson plans and 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 all students can participate - even those in AA-AAS can receive instruction in the general education; and • Developed by University of Kentucky.

39. The UDL lessons show how to modify and or adapt for both Emerging Readers and Emerging Communicators Emerging Readers Emerging Communicators A student who inconsistently uses a communication system For example: Provide the student with manipulatives and or tactile representation for each key word or detail that is consistent with the student’s mode of communication . **As students work in small groups or pairs, ensure they have a means for gaining their group members’ or partner’s attention and a means for contributing to the discussion A student who consistently uses words, pictures and or tactile representations For example: Provide picture and/or tactile representations of relevant vocabulary, paired with the written word, each time a salient concept/vocabulary word is mentioned during the presentation or discussion, as well as the meanings of each word.

40. Unit 1—Lesson 1—ER Clues after the unfamiliar word Clues before the unfamiliar word Meaning of the unfamiliar word based on Context Clues above: Meaning of the unfamiliar word based on Dictionary Entry above:

41. By: Mark Twain The Adventures of Tom Sawyer Nextpage Chapter 32 Turn Out! They’re Found! Excerpt Look for opportunities for student interaction in the yellow box on each page. Touching correct answers will animate the image. Try this one: (Make sure your volume is on.)

42. Nextpage Becky’s mother, Mrs. Thatcher was so worried about her daughter that she had become sick. Tom’s Aunt Polly was quiet and sad and her worry had turned her grey hair white. Why was Mrs. Thatcher sick and Aunt Polly’s hair white?

43. PREDICTION What will happen to Tom and Becky? Nextpage They will never be found. They will escape the cave and will learn how to live in the forest. They will escape the cave and be rescued by men on a river boat. Injun Joe will catch them and hurt them.

44. The UDL Units Mathematics and ELA are supported by a 5 Step Process to develop lessons that; • assists teachers in identifying aligned general education lessons to adapt, • Individualizes supports while promoting full participation, and • shows when and how to use all the resources available

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. LASSIs: Scripted Systematic Instruction • Scripted response options are provided at the end of each section of an activity. • AT to be used as needed • Adapted texts are provided; original articles for the informational LASSIs • Suggestions: • Add picture supports to text if needed • Augment using objects • Builds in key vocabulary, phonetic awareness and basic concepts • Builds toward grade level competence

47. SAMPLE RESPONSE BOARDS

48. PROGRESS MONITORING DATA SHEET

49. More information to come Watch the WiKi site for additional resources! https://wiki.ncscpartners.org/mediawiki/index.php/Main_Page

50. Q & A Any Questions?