Pathway to the Common Core State Standards for Students with ...

Pathway to the Common Core State Standards for Students with ...

The NCSC Model for a Comprehensive System of Curriculum, Instruction and Assessment August 2014 Background Alternate Assessment Background States are required to have assessments to measure student performance for accountability purposes in math and English Language Arts for grades 3-8 and once in high school There are alternate assessments for students

who have the most significant cognitive disabilities These assessments are linked to grade level content but have different expectations for achievement They are referred to as alternate assessments on alternate academic achievement standards (AA-AAS) 3 NCSC Background The U.S. Department of Education awarded the National Center and State Collaborative (NCSC) a grant to develop a new alternate assessment

in math and English Language Arts by 2014-15* 24 states and five national centers are working together in NCSC http://www.ncscpartners.org/ NCSC is also developing curriculum/instructional resources based on Common Core State Standards (CCSS) that can be used in any state https://wiki.ncscpartners.org *states may have different implementation timelines for NCSC assessment 4 NCSC Partner States 5

Common Core State Standards (CCSS) Define what students are expected to know and do for each grade level in math and English language arts (ELA) Focus on what is most essential, not all that can or should be taught or how to teach Are linked to expectations for college and career success Most states have adopted the CCSS and must provide instruction and assessments for ALL students based on these standards. The other states have similar college and career ready standards and related assessments 6

NCSCs Value in States Without CCSS The main focus of any set of academic standards addresses similar content in math and ELA (e.g. equations, elements of fiction) The NCSC resources are not meant to be the curriculum they are models of curriculum and instructional resources that happen to be based on the CCSS These models also demonstrate how to develop curriculum and instructional resources based on whatever standards a state is using The richness of the NCSC resources for students with significant cognitive disabilities and their usefulness for

professional development are valuable in any state 7 National Center and State Collaborative Grant: A Systems Approach Building an assessment system based on research-based understanding of: Technical quality of Alternate Assessment design Formative (throughout the year as part of classroom instruction) and interim (multiple times a year, may be separate from instruction) uses of assessment data Summative (end of year) assessments Academic curriculum and instructional resources for students with significant cognitive disabilities

A focus on communicative competency Effective professional development 8 Career College Community Curriculum Common Core Standards Learning Progressions Core Content Connectors

Instruction Grade-level Lessons Accommodations Systematic Instruction Assessment Formative, Interim Summative Communicative Competence College and Career Readiness 10

Cross Walking College and Career Readiness All kids Key Cognitive Strategies Problem solving, reasoning, analysis, interpretation, critical thinking Key Content Reading, Math, Science, Social Studies Academic Behaviors Self monitoring, time management, using information resources, social interaction skills, working in groups

Contextual Skills and Awareness Seeking help with admissions, procedures, career development (Conley, 2007) Students with Significant Cognitive Disabilities Academic Access Career Development Social Network Self Determination Integration with College Systems & Practices

Coordination and 11 Key College and Career Ready Skills Important for ALL students including those with significant cognitive disabilities: Communicative competence Social skills to function well in small groups Independent and team work skills Problem Solving Reading/writing/math Skills for identifying and requesting supports 12

Working towards College and Career Readiness in English Language Arts is Important for . Communicating with family, friends, support staff, medical personnel, co-workers, etc. Comparing information to make decisions (including voting) Self-determination and self-advocacy Traveling in the community Understanding books, movies, TV shows and songs Attending college Finding and maintaining employment 13

Working towards College and Career Readiness in Math is Important for Telling time Making and following a schedule Managing money

Arranging and using transportation Taking medication Planning and making meals Shopping Attending college Finding and maintaining employment 14 Increasing Numbers of Students with Intellectual Disabilities Are Going To College The Higher Education Opportunity Act (2008) includes two major provisions that may facilitate entry into higher education for students with an intellectual disability.

Implementation of model demonstration sites Availability of financial aid if enrolled See www.thinkcollege.net for more information on the variety of programs that have been developed (many before 2008) 15 NCSC Curriculum and Instructional Resources https://wiki.ncscpartners.org 16 17

Importance of NCSC Resources Provide educators with free online curriculum and instructional resources to support planning and instruction on the grade level content for students who take the alternate assessment Provide tools to help educators meet the needs of a wide range of learners, including those who are emerging communicators and emerging readers Support inclusive education, co-teaching and collaborative planning Support parents as partners in their childs Learning Progressions

Framework (LPF) Shows the steps students typically take to make progress in a content area (e.g. math) to get deeper, broader, more sophisticated understanding Represents the essential core concepts and processes learned in a content area (sometimes called the big ideas) Provides a map to IEP teams for what should come next as students continue to move through the grades Contains progress indicators Hess, Karin K., (December 2011). Learning Progressions Frameworks Designed for Use with the Common Core State Standards in English Language Arts & Literacy K-12.

19 Core Content Connectors (CCCs) 20 Using the learning progressions framework, NCSC identified the knowledge and skills from the Common Core State Standards needed at each grade to make progress in later grades-the big ideas of the content These big ideas were then broken down into smaller pieces called CCCs CCCs are the basis for the NCSC assessment but operate as a starting point for instruction based on the CCSS

CCC Example 21 CCSS- 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. CCC- Ask and answer questions* about key details in a text. *Instead of an oral or written response, some students may use picture symbols, character figures and props, etc.

Learning Progression Framework Area Curriculum Application Lesson 5 Graphing Locate the x and y axis

on a graph Locate points on a graph Use order pairs to graph given points Find area of quadrilaterals Find area of plane figures and surface area of solid figures (quadrilaterals) Describe the changes in surface area, area, and volume when the figure is changed in some way (e.g., scale drawings)

Solve Linear Equations Fractions Partition circles and rectangles into two and four equal parts Partition shapes into equal Apply formulas parts with equal area Solve word problems using perimeter and area where changes occur to the dimensions of a figure

Solve a linear equation to find a missing attribute given the area, surface area, or Ratio & Proportion volume and the other attribute Solve problems that use proportional reasoning with ratios of length and area Describe the changes in surface area, area, and volume when the figure is changed in some way (e.g., scale drawings) Area

Basic operations Use addition to find the perimeter of a rectangle Use tiling and multiplication to determine area CCCs = that connect skills

Addition Subtraction, Multiplication Division Part to Whole Partition circles and rectangles into two equal parts CCCs=Sub-skills that develop conceptual understanding CCCs =Prerequisite knowledge or emergent skills

22 Content Modules Online multimedia resources Provide teachers with a deeper understanding of content to support effective planning, teaching, and learning Include sample universally designed general education lesson plans Describe potential adaptations and modifications for designing materials and instruction Graduated Understandings Instructional Families (What to Teach): Bundle related CCCs within a content area

Provide educators with easily interpreted visual representations of the key topics in the curriculum within and across grades Reference the CCSS, the Learning Targets of the Learning Progression Frameworks and the Core Content Connectors Element Cards (How to Teach): Reference the CCSS, Core Content Connectors and Progress Indicators Define the Essential Understandings (what a student needs to know to access the content) Provide suggested instructional strategies, supports and scaffolds

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 25 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 Element Card Sample Curriculum Resource Guides Provide guidance for teaching the CCSS

to students with the most significant cognitive disabilities Delineate the necessary skills and knowledge students need to acquire/master the content Provide examples for differentiating instruction for a wide range of students in multiple grade levels (including a UDL table) How UDL is incorporated in ELA Curriculum Resource Guide Example of UDL Table in ELA Curriculum Resource Guide

How UDL is incorporated in Math Curriculum Resource Guide Example of UDL Table in Math Curriculum Resource Guide Curriculum Resource Guides 33 UDL Units and Lessons Purpose: to model how to plan for ALL students from the onset of instructional planning using the principles of universal design for learning (UDLstudents should be provided with multiple means of engagement, representation and expression)

Promote inclusive instruction but should also be used to inform lessons in special education classes Excellent for co-teaching and collaborative planning Are modified/adapted for Emerging Readers and Emerging Communicators Lesson 1: Introduction 10 minutes A. Activate Previous Knowledge 1. Lead a short discussion about how to find perimeter and area of rectangles. Review with students the concepts of perimeter and area. Discuss how these concepts are used in real life examples. Example 1: A runner is practicing by running along the fence line of a parking lot. Is he running the perimeter of the parking lot or is he running the area? Example 2: The school is getting new carpet in the classroom. Will the workers need

to figure out the area of the classroom or the perimeter? Break class into small groups to answer exercises. 1. Using figures (rectangles and squares) drawn on grid paper or formed on Geoboards, find the perimeters and areas. 2. Remind students that answers should/must include the appropriate units of measure. Multiple means of representation: Use models and/or drawings during large group instruction. Allow students to have a copy of a drawing or a model at their desks. Multiple means of expression: Provide a list of formulas to determine area and perimeter or provide options for using manipulatives and/or computer models. Multiple means of engagement: Allow students to use paper/pencil, manipulatives, computer, etc. to complete exercises. 35 Find the perimeter of the figure below.

22u 6u + 6u + 5u + 5u = 6 units 1 3 4 5 6

22 7 21 8 20 9 19

10 18 11 5 units 17 Draft 4/2/2013 2 16

15 14 13 12 36 Find the area of the figure below. 6u x 5u = 30u2

6 units 5 units 5 Draft 4/2/2013 10 15 20

25 30 37 Additional Considerations for Emerging Readers and Emerging Communicators 1. Provide picture and/or tactile representations of relevant vocabulary, paired with the written word, each time a salient concept/vocabulary word for rectangle, area, and perimeter is mentioned during the presentation or discussion, as well as the meanings of each word. 2. Create math journals to record vocabulary, formulas, and notes. 3. Provide the formulas for area and perimeter as the concepts of each are discussed. 4. During discussion, provide picture representation of real world uses for area and perimeter. 5. As students work in small groups or pairs, ensure they have a means for gaining their group members or partners attention and a means for contributing to the discussion. 6. Students may use their math journals or a graphic organizer to collect/store information gathered during group.

7. To find area and perimeter, use grid paper, count/mark/tally each unit along the length of the figure to determine length and count/mark/tally each unit along the width of the figure to determine the width. 8. Use the formulas to determine area and perimeter. A list of formulas may be used by the student as a reference. 9. Student may be presented with manipulatives of a unit and the rectangle drawn on grid paper. Students determine area and perimeter by placing the manipulative units on each unit around the rectangle on the grid paper to demonstrate perimeter as well as within the rectangle to demonstrate area. Using manipulatives may be demonstrated electronically, using a computer program or PowerPoint, to count units virtually to determine area and perimeter. See Resources: See PowerPoint, Slides 1 and 2. 10.As answers are reviewed, be sure to reference the appropriate units of measure. For example, if students determine the perimeter of a 3inch by 4inch figure is 14, reply, That is correct. It is 14 inches. If they determine the area is 12, reply, That is correct. It is 12 inches square. Remind students to record the appropriate unit. Model how to write the appropriate units.

Present students with an alternative representation of unit to record in their math journals or graphic organizers. Important Note for Communicators Considered Pre-Symbolic: Be sure students have a way to38attain peer attention as well as to share and receive information. Limit measurements to one type: standard or metric unit. Math/ Language Activities for Scripted Systematic Instruction (MASSIs and LASSIs) Provide more intensive instruction on key concepts and symbols Incorporate evidence-based instruction from research, including faded prompting Provide teaching scripts for teachers who may not have a lot of training in systematic instruction, which uses carefully planned steps Can be used in all educational settings, including general education classrooms

39 What is Included in a MASSI? Broken down into segments to teach across multiple sessions/days; Indicates suggestion for stopping places ; Shows how to administer skills test (teacher says/does, student response, and error correction); and Provides suggested criterion for moving forward Instructional Resource Guide Provides overview of systematic instruction Explains instructional strategies and faded

prompts used in MASSIs and LASSIs Contains troubleshooting Q&A Professional Development Communities of Practice in partner states received professional development about the curriculum and instructional resources via webinars that are publicly available at http:// www.ncscpartners.org/resources-cop-presentati ons States will also have access to interactive professional development modules 42

Educator Response Sample quote: I have had the pleasure of observing several classrooms across the state of Indiana where NCSC materials are being implemented on a daily basis. Wow! The impact is powerful, students are responsive, and teachers are dedicated to increased academic achievement. Amy Howie, Project SUCCESS* Director *Project SUCCESS is an Indiana resource center that supports high academic achievement for students with disabilities. NCSC Wiki https://wiki.ncscpartners.org

44 Assessment NCSC assessments are in math and ELA, which includes both reading and writing, for grades 3-8 and 11 Format Approximately 30 items for each subject (1.5-2 hours over 2 month window) These 30 items will cover approximately 10 CCCs Most of the assessment items ask the student to select the correct response (e.g. multiple choice). Some items will require the student to construct a response (e.g. write a short answer or use an alternate way to

respond e.g. picture symbols) 46 Assessment design is infused with UDL Relationship of Items to Grade Level Content About 75% of the assessment items are closely linked to the grade-level content About 25% are a farther link to the grade-level content to allow students who are just beginning to work with the academic content show what they know and can do. 47

Technology This will be an online testing program. Some students will use the online testing program directly on the computer. For other students, the teacher may print out testing materials and enter student responses into the computer. The assessment will have built-in supports to provide students with the opportunity to respond independently 48 Exceptional Circumstances

There will be policies and criteria for dealing with rare situations where it may not be appropriate to administer or continue an assessment When these policies are used there will be requirements for data collection in order to flag the need for interventions to address unmet instructional needs (e.g., related services or instructional supports) 49 Parent Documents Parent Documents Process

Designed for parents, but also to help educators discuss assessment and instruction with parents of students with significant cognitive disabilities Developed with assistance of a State Advisory Group and a Parent Advisory Group Parent Resources as of June 2014 (more to come) http://www.ncscpartners.org/resources

NCSC Project Description NCSC Project Description One Page NCSC Diagram and Explanation NCSC Model of Curriculum Instruction and Assessment NCSC Alternate Assessment FAQs NCSC Commonly Asked Parent Questions

NCSC IEP Team Guidance For Participation in AA-AAS NCSC College and Career Readiness NCSC College Career Ready (CCR) Policy Paper Summary NCSC Communicative Competence NCSC Newsletter and Website Information for Parents NCSC Discussion Points with Research * There are also PowerPoints on the main topics * as of March 2014

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