Common Core State Standard
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An Overview of NCSC Curriculum and Instruction: Understanding the Schema Theory of Action Long-term goal: To ensure that students with significant cognitive disabilities achieve increasingly higher academic outcomes and leave high school ready for post-secondary options. A well-designed summative assessment alone is insufficient. To achieve this goal, an AA-AAS system also requires: Curricular & instructional frameworks Teacher resources and professional development Career College Community Curriculum Common Core Standards Learning Progressions Core Content Connectors Instruction Assessment Grade-level Lessons Accommodations Systematic Instruction Formative, Interim Communicative Competence Summative SCHEMA for Common Core State Standards Resources NCSC Instructional Resources WHAT TO TEACH Common Core State Standards Core Content Connectors Content Modules Learning Progressions Frameworks Instructional Families Graduated Understandings HOW TO TEACH Element Cards Ele Unit UDLs MS Unit UDLs HS Unit UDLs Curriculum Resource Guides Instructional Resource Guide 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 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; 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/ SCHEMA for Common Core State Standards Resources NCSC Instructional Resources WHAT TO TEACH Common Core State Standards Learning Progressions Frameworks Core Content Connectors Content Modules Instructional Families Graduated Understandings HOW TO TEACH Element Cards Ele Unit UDLs MS Unit UDLs HS Unit UDLs Curriculum Resource Guides Instructional Resource Guide 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 Learning Progressions • 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. SCHEMA for Common Core State Standards Resources NCSC Instructional Resources WHAT TO TEACH Common Core State Standards Core Content Connectors Content Modules Learning Progressions Frameworks Instructional Families Graduated Understandings HOW TO TEACH Element Cards Ele Unit UDLs MS Unit UDLs HS Unit UDLs Curriculum Resource Guides Instructional Resource Guide 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 Progress Indicator: E.NO.1a Core Content Connectors: K showing mastery of the prerequisite core skills of cardinality, constancy, and 1:1 correspondence CCSS Domain/Cluster Counting and Cardinality K.NO.1a1 Rote count up to 10 K CC Know number names and the count sequence. Counting and Cardinality K.NO.1a2 Rote count up to 31 K CC Know number names and the count sequence. K.NO.1a3 Rote count up to Counting and Cardinality 100 K CC Know number names and the count sequence. K.NO.1a4 Count up to 10 Counting and Cardinality objects in a line, rectangle, or K CC Count to tell the number of array objects. Common Core State Standard K.CC.1 Count to 100 by ones and by tens. K.CC.1 Count to 100 by ones and by tens. K.CC.1 Count to 100 by ones and by tens. K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. a)When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with tone and only one object. K.CC.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Progress Indicator: E.NO.1b developing an understanding of number and principles of quantity (e.g., hold up 5 fingers at once to show 5, locate things in 2s without counting; using number words to indicate small exact numbers or relative change in quantity - more, small) Core Content Connectors: K CCSS Domain/Cluster Common Core State Standard K.NO.1b1 Match the numeral Counting and Cardinality K.CC.4 Understand the relationship between numbers and quantities; connect counting to the number of objects in a K CC Count to tell the number of to cardinality. set objects. a)When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with tone and only one object. K.CC.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. K.NO.1b2 Identify the set that Counting and Cardinality K.CC.4 Understand the relationship between numbers and quantities; connect counting has more K CC Count to tell the number of to cardinality. objects. a)Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. 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 Grade 3 students: 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Grade 4 students: 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Grade 5 students: 1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CCCs 3.RL.h1 Answer questions related to the relationship between characters , setting, events, or conflicts (e.g., characters and events, characters and conflicts, setting and conflicts). CCCs 4.RL.i1 Refer to details and examples in a text when explaining what the text says explicitly. CCCs 5.RL.b1 Refer to details and examples in a text when explaining what the text says explicitly. 3.RL.i2 Answer questions (literal and inferential) and refer to text to support your answer. 4.RL.i2 Refer to details and examples in a text when drawing basic inferences about a story, poem, or drama. 5.RL.b2 Refer to specific text evidence to support inferences, interpretations, or conclusions. 3.RL.i3 Support inferences, opinions, and conclusions using evidence from the text including illustrations. 4.RL.k1 Use details and examples in a text when explaining the author’s purpose (e.g., what did the author use to scare you, surprise you?). SCHEMA for Common Core State Standards Resources NCSC Instructional Resources WHAT TO TEACH Common Core State Standards Core Content Connectors Content Modules Learning Progressions Frameworks Instructional Families Graduated Understandings HOW TO TEACH Element Cards Ele Unit UDLs MS Unit UDLs HS Unit UDLs Curriculum Resource Guides Instructional Resource Guide 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 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 SCHEMA for Common Core State Standards Resources NCSC Instructional Resources Core Content Connectors Learning Progressions Frameworks WHAT TO TEACH Common Core State Standards Content Modules Graduated Understandings Instructional Families HOW TO TEACH Element Cards Ele Unit UDLs MS Unit UDLs HS Unit UDLs Curriculum Resource Guides Instructional Resource Guide 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 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 Grade-span Learning Target from the Learning Progression Frameworks Instructional Families for Data Analysis I (K-4) Distribution of CCCs by Instructional Families and grade Reference to related CCSS Instructional Families/CCSS Domains View Related CCSS Domains for Data Analysis I Three Instructional Families in Data Analysis I Reference to related CCSS Element Cards SCHEMA for Common Core State Standards Resources NCSC Instructional Resources Core Content Connectors Learning Progressions Frameworks WHAT TO TEACH Common Core State Standards Content Modules Instructional Families Graduated Understandings HOW TO TEACH Element Cards Ele Unit UDLs MS Unit UDLs HS Unit UDLs Curriculum Resource Guides Instructional Resource Guide 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 Curriculum Resource Guides What is included in CR Guide? • Part 1- Content o Explanation of how prioritized CCCs under topic are taught in a general education setting o Also includes common misunderstandings in content area and prior knowledge/skills needed What is included in CR Guide? • Part 2 – Tables with CCCs and Performance Examples – 1st table includes CCCs aligned with the topic for Grades 3High 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 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 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 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 SCHEMA for Common Core State Standards Resources NCSC Instructional Resources Core Content Connectors Learning Progressions Frameworks WHAT TO TEACH Common Core State Standards Content Modules Instructional Families Graduated Understandings HOW TO TEACH Element Cards Ele Unit UDLs MS Unit UDLs HS Unit UDLs MS MASSIs & LASSIs HS MASSIs & LASSIs Instructional Resource Guide Curriculum Resource Guides Ele MASSIs & LASSIs =Standards documents = Documents that promote teacher understanding of the content = Documents that promote instruction of the content Instructional Resource Guide What is included in IR Guide? • Overview of Systematic Instruction • Importance of Finding a Response Mode • Explanation of Instructional Strategies and “how to” • Provides sample script for math and ELA skill for each instructional strategy • Troubleshooting Q&A • Constant Time Delay (CTD) • System of Least Prompts (LIP) • Model, Lead, Test • Example/Non-example Training Sample Script (Model, Lead, Test) SCHEMA for Common Core State Standards Resources NCSC Instructional Resources Core Content Connectors Learning Progressions Frameworks WHAT TO TEACH Common Core State Standards Instructional Families Graduated Understandings Content Modules HOW TO TEACH Element Cards Curriculum Resource Guides Ele Unit UDLs MS Unit UDLs HS Unit UDLs Instructional Resource Guide 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 UDL Unit Plans/ Lesson Plans • UDL unit plan and sample daily lesson plans – These are developed for the entire general education class to be inclusive of ALL students • Purpose: to 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; show how students who participate in AA-AAS can be in general education • Developed by University of Kentucky Unit Plans Lessons are taken from the general education curriculum; principles of UDL are applied For example, a lesson on area might provide: 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. 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 ... SCHEMA for Common Core State Standards Resources NCSC Instructional Resources Core Content Connectors Learning Progressions Frameworks WHAT TO TEACH Common Core State Standards Content Modules Instructional Families Graduated Understandings HOW TO TEACH Element Cards Ele Unit UDLs MS Unit UDLs HS Unit UDLs Curriculum Resource Guides Instructional Resource Guide 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 What is included in a MASSI? • • • • Color coded with instructional family CCC, CCSS, lesson objective by grade level Materials Overview for all 3 grade levels Leveled Instruction Bolded text indicates teacher script Instructional strategy: CTD Goals for each grade level in grade band Instructional strategy: LIP Check and Score: Teacher scores on Progress Monitoring Sheet. Numbers correspond with number on data sheet. 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 •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 •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 oActivities that would be expected at grade level for each CCSS addressed Questions?
