Report

Supporting, Accommodating, & Scaffolding Instruction in the Common Core Presented by: Northwestern Illinois Association for Paraprofessional Training Sheri White [email protected] www.thenia.org presenter • • • • • • • Peg Rozhon Northwestern Illinois Association 3626 E. State St. Rockford, IL 61108 (815)964-0937, ext. 36 Fax: (815)964-2210 [email protected] objectives • 1) To become familiar with Common Core standards and its relationship to ILS (Illinois State Standards) and CCRS (College and Career Readiness Standards) • 2) To understand your role with respect to common core expectations: DLM (Dynamic Learning Maps, EE (Essential Elements), supported instruction • 3) To gain awareness of best practice to meet common core standard expectations – – – – – Process over content Increasing difficulty/rigor of assignments and activities Development of student vocabulary Development of critical thinking skills Independent performance Ground Rules • • • • Seminar schedule Breaks Cell phones Group etiquette (side conversations are discourteous and disruptive to those around you and to the speaker, please play nice!) • Participation guidelines – “call back” signal – Remember: You only get what you give Common Core State Standards • • • • • Fewer, clearer and higher College and Careers Readiness Rigorous content and applications Evidence-based International benchmarking So what does it all mean? Fewer, clearer, higher College and career readiness Rigorous content and applications Evidence based International benchmarking Learning for ALL! But what does it mean for kids with significant disabilities? Common Core Essential Elements • Specific statements of the content and skills • Linked to the CCSS • Provide links between the CCSS and grade specific expectations More importantly, the CCEE focus on more reasonable expectations for students with significant disabilities. Let’s review the CCSS K-12 standards • Grade-specific end-of-year expectations • Developmentally appropriate, cumulative progression of skills and understandings BACKWARDS PROGRESSION OF A COMMON CORE STANDARD –English and Language Arts CCSS Grade-level Standards English/ Language Arts STANDARDS FOR LITERATURE (RL) COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR READING: R.CCR.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific evidence when writing or speaking to support conclusions drawn from the text. High School (11-12) Key Ideas and Details: RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. High School (9-10) Key Ideas and Details: RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. GRADE 8/ Key Ideas and Details: RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. GRADE 7/ Key Ideas and Details: RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. GRADE 6/ Key Ideas and Details: RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. GRADE 5/ Key Ideas and Details: RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. GRADE 4/ Key Ideas and Details: RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. GRADE 3/ Key Ideas and Details: RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. GRADE 2/ Key Ideas and Details: RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. GRADE 1/ Key Ideas and Details: RL.1.1 Ask and answer questions about key details in a text. GRADE K/ Key Ideas and Details: RL.K.1 With prompting and support, ask and answer questions about key details in a text. BACKWARDS PROGRESSION OF A COMMON CORE STANDARD –Mathematics CCSS Grade-level Standards Math THE REAL NUMBER SYSTEM High School/ cluster –The Real Number System: N-RN.1. Explain how the definition of the meaning of rational1 exponents2 follows from extending the properties of integer3 exponents to those values, allowing for a notation for radicals4 in terms of rational exponents. For example, we define 81/3 to be the cubed root of 8 because we want (81/3)3 = 8(1/3)3 to hold so 81/3)3 must equal 8. GRADE 8/ cluster – The Number System: 8.NS.1 Understand informally that every number has a decimal expansion; the rational numbers are those with decimal expansions that terminate in 0s or eventually repeat. Know that other numbers are called irrational. GRADE 7/ cluster – The Number System: 7.NS.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. GRADE 6/ cluster – The Number System: 6.NS.1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g. by using visual fraction models and equations to represent the problem. GRADE 5/ cluster –Number and Operations in Base Ten: 5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. GRADE 4/ cluster –Number and Operations in Base Ten: 4.NBT.1 Recognize that in a multi-digit number, a digit in one place represents ten times what it represents in the place to its right. GRADE 3/ cluster –Number and Operations in Base Ten: 3.NBT.1 Use place value and understanding to round whole numbers to the nearest 10 or 100 GRADE 2/ cluster –Number and Operations in Base Ten: 2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. Understand that 100 can be thought of as a bundle of ten tens – called a “hundred.” The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one , two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones) GRADE 1/ cluster –Number and Operations in Base Ten: 1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written number. GRADE K/ cluster –Number and Operations in Base Ten: K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g. by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. 1 A rational number is a number that can be expressed as a ratio of two integers, X/Y where Y is not zero. The exponent of a number shows you how many times the number is to be used in a multiplication. 3 Integers are natural numbers which includes all whole(not decimal or fraction) numbers from negative infinity to positive infinity including zero. 4 A radical is a symbol √, which is used to indicate square roots 2 scaffolding Each of the standards has been scaffolded in that they build upon one and another. Illinois State Standards • CCSS do relate to the current ISS • ISS are still present in areas other than Mathematics and English/Language Arts • ISS in Eng/LA and Math tied to CCSS • Other areas include: Foreign Languages, Social Emotional Learning, NGSS* Science, Social Science, Physical Development & Health, Fine Arts *Next Generation Science Standards College & Career Readiness Standards (CCR) • Agricultural Education, • Business, Marketing and Computer Education, • Family and Consumer Sciences, Health Science Technology, • and Technology and Engineering Education (Industrial). HANDOUTS ARE YOU READY? Career and Technical Education in Illinois Fact Sheet Myths about CCSS • MYTH: Common core lowers the bar for everyone • FACT: The Standards were informed by the best in the country, the highest international standards, and evidence and expertise about educational outcomes. The unfortunate truth is that even in our highest performing states, graduation rates are not 100%, unemployment is high and need for remedial college courses is present! DON’T BE FOOLED BY THE WORD “common”! Table Activity Clementine’s Weight Loss Program Instructions 1. Find handout in packet: Clementine’s Weight Loss Program 2. Select the following for your table: recorder reporter time keeper materials go-for 3. Review exercise with me 4. Send go-for to get chart paper and marker 5. 10 minutes to complete exercise 6. Have go-for tape your table’s response on the wall 7. Questions? Let’s take a tour! • Grab some post-its • Get up and take a look at the group reports on Clementine • If you are curious about anything on a report, write your question and stick it on the report Dynamic Learning Maps Essential Elements • Specific statements of knowledge & skills related to the CCSS; • Bridge between the expectations outlined in the CCSS and the expectations of students with the most significant cognitive disabilities. DLM are highly connected representations of how academic skills are acquired CCSS IDENTIFY THE LEARNING TARGETS Dynamic Learning Maps clarify how to get there Third grade English Language Arts Standards: Writing 1 CCSS2 Grade-level Standards Text type and purposes W.3.1.Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.1.a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1.b. Provide reasons that support the opinion. W.3.1.c. Use linking words and phrases (e.g. because, therefore, since, for example to connect opinion and reasons. W.3.1.d. Provide a concluding statement or section. 1 2 DLM Essential Elements E.E. W.3.1. Write opinions about topics or text. E.E. W.3.1.a. Select a text and write an opinion about it. E.E. W.3.1.b. Write one reason to support an opinion about a text. E.E. W.3.1. c. Not applicable E.E. W.3.1.d. Not applicable Writing can use standard writing instruments, computers, or alternative writing tools CCSE stands for COMMON CORE STATE STANDARDS Essential Elements for High School CCSS1 Grade-level Standards DLM Essential Elements CLUSTER: Extend the properties of exponents to rational exponents. N-RN.1. Explain how the definition of the meaning of rational3 E.E.N-RN.1 Determine the value of a quantity that is squared or cubed 2 exponents4 follows from extending the properties of integer5 6 exponents to those values, allowing for a notation for radicals in 1/3 terms of rational exponents. For example, we define 8 to be the cubed root of 8 because we want (81/3)3 = 8(1/3)3 to hold so 81/3)3 must equal 8. N-RN.2 Rewrite expressions involving radicals and rational exponents using the properties of exponents. Not applicable CLUSTER: Use properties of rational and irrational numbers. N-RN.3 Explain why the sum or product of two rational numbers Not applicable is rational; that the sum of a rational number and an irrational7 number is irrational; and that the product of a nonzero rational number and an irrational number is irrational. 1 CCSE stands for COMMON CORE STATE STANDARDS Each of the math standards has been clustered to reflect a set of related concepts. A rational number is a number that can be expressed as a ratio of two integers, X/Y where Y is not zero. 4 The exponent of a number shows you how many times the number is to be used in a multiplication. 5 Integers are natural numbers which includes all whole(not decimal or fraction) numbers from negative infinity to positive infinity including zero. 6 A radical is a symbol √, which is used to indicate square roots 7 An irrational number is a number that cannot be written as a simple fraction - the decimal goes on forever without repeating. (example: π pi) 2 3 Dynamic Learning Maps • Alternate assessment for students with disabilities • Sequenced learning targets • Dynamic in that the system recognizes that learning is not the same for everyone A Useful Comparison Let’s take a trip to Coney Island, NY How long will the trip take? At your table discuss this question; if you need clarifying information, record it on a post-it note and have your go-fer from Carol’s Weight Loss Activity bring them to me. Answers • • • • • • 17 hours and 45 minutes 12 hours and 42 minutes 21 hours and 14 minutes 264 hours 89 hours 37 minutes How is the dynamic learning maps assessment different from the ILA? • It is an ongoing assessment • It starts at the student’s present level of performance • It is both formative and summative Remember Clementine? Retrieve your table report; review any post its; address them as needed Prepare Your Table reports for Clementine Report Formative assessment Summative assessment How is the dynamic learning maps assessment different from the ILA? The assessment will incorporate instructionally relevant item types that are similar to what students actually do during instruction. Skills Assessed • Tested Subject-Specific Skills. These skills include things like knowing a vocabulary word or being able to solve a multiplication problem. Skills Assessed • Related Precursor Academic Skills. These are the underlying skills necessary to master the tested skill. For example, to solve a multiplication problem, a student first needs to understand what numbers are, be able to order numbers, etc. For each grade-level skill that is tested, there are numerous precursor skills. Skills Assessed • Communication Skills. These are skills that allow students to communicate their answers. Communication skills are not limited to speech, but include a variety of things like pointing or nodding. • Attention Skills. Before a student can show knowledge of a particular subject, the student must first be able to focus on the task or item presented. Skills Assessed • Attention Skills. Before a student can show knowledge of a particular subject, the student must first be able to focus on the task or item presented. • By mapping these and other types of skills, learning maps allow students to show what they do know rather than simply cataloging what they don’t know. Another key difference: Participation guidelines Dynamic Learning Maps™ Participation Guidelines Participation in the Dynamic Learning Maps Alternate Assessment requires a yes answer to each of the following questions. Each state participating in the Dynamic Learning Maps will determine whether its IEP teams must select alternate assessment as the appropriate option for all subjects or whether teams may decide a student’s participation separately for each subject. Participation Criterion 1. The student has a significant cognitive disability 2. The student is primarily being instructed (or taught) using the DLM Essential Elements as content standards Participation Criterion Descriptors Review of student records indicate a disability or multiple disabilities that significantly impact intellectual functioning and adaptive behavior. *Adaptive behavior is defined as essential for someone to live independently and to function safely in daily life. Goals and instruction listed in the IEP for this student are linked to the enrolled grade level DLM Essential Elements and address knowledge and skills that are appropriate and challenging for this student. The student 3. The student requires a. requires extensive, repeated, individualized extensive direct individualized instruction and support that is not of a instruction and temporary or transient nature and substantial supports to b. uses substantially adapted materials and achieve measureable individualized methods of accessing gains in the grade-and information in alternative ways to acquire, age-appropriate maintain, generalize, demonstrate and curriculum. transfer skills across multiple settings. Agree (Yes) or Disagree (No)? Provide documentation for each Yes / No Yes / No Yes / No The following are not allowable (or acceptable) considerations for determining participation in the Dynamic Learning Maps Alternate Assessment. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. A disability category or label Poor attendance or extended absences Native language/social/cultural or economic difference Expected poor performance on the general education assessment Academic and other services student receives Educational environment or instructional setting Percent of time receiving special education English Language Learner (ELL) status Low reading level/achievement level Anticipated student’s disruptive behavior Impact of student scores on accountability system Administrator decision Anticipated emotional duress Need for accommodations (e.g., assistive technology/AAC) to participate in assessment process Not officially accepted at this time Tied to Present Levels of Performance As the students take assessments, the tasks and items are determined based upon performance on the previous task or item. This gives a clearer picture of a student’s present level of performance. What do instructional assistants need to change with respect to their daily interactions with students in order to help them achieve the best possible outcomes? Essential Elements for High School CCSS1 Grade-level Standards DLM Essential Elements CLUSTER: Extend the properties of exponents to rational exponents. N-RN.1. Explain how the definition of the meaning of rational3 E.E.N-RN.1 Determine the value of a quantity that is squared or cubed 2 4 5 exponents follows from extending the properties of integer 6 exponents to those values, allowing for a notation for radicals in 1/3 terms of rational exponents. For example, we define 8 to be the cubed root of 8 because we want (81/3)3 = 8(1/3)3 to hold so 81/3)3 must equal 8. N-RN.2 Rewrite expressions involving radicals and rational exponents using the properties of exponents. Not applicable CLUSTER: Use properties of rational and irrational numbers. N-RN.3 Explain why the sum or product of two rational numbers Not applicable is rational; that the sum of a rational number and an irrational7 number is irrational; and that the product of a nonzero rational number and an irrational number is irrational. 1 CCSE stands for COMMON CORE STATE STANDARDS Each of the math standards has been clustered to reflect a set of related concepts. 3 A rational number is a number that can be expressed as a ratio of two integers, X/Y where Y is not zero. 4 The exponent of a number shows you how many times the number is to be used in a multiplication. 5 Integers are natural numbers which includes all whole(not decimal or fraction) numbers from negative infinity to positive infinity including zero. 6 A radical is a symbol √, which is used to indicate square roots 7 An irrational number is a number that cannot be written as a simple fraction - the decimal goes on forever without repeating. (example: π pi) 2 UN PACK THE STATEMENT Underline the verbs determine, squared, cubed Circle the nouns value, quantity Figure out the skills needed Start with the verb determine – What skills do you need to determine something? Look at the nouns: quantity value What skills do you need to determine quantity? Value? Figure out the skills needed Look at the other verbs: squared cubed What skills are needed to determine the value of a squared number? A cubed number? Table Activity • Unpack the statements at your table. • Use the worksheet to report your results. do functional activity with assistance (e.g., playing with a word puzzle with assistance) Curriculum Ladder do a different, parallel activity (e.g., learning a computer program with a spell check) do a similar activity but with adapted materials (e.g., using a computer spelling program) do a similar activity but with adapted expectations (e.g., using words that are functional to the learners’ environment) do the same activity but with adapted expectations and materials (e.g., matching words to pictures) do the same activity but with adapted expectations (e.g., fewer words) can work at the same level as peers You cannot think of standards as a discrete set of skills Useful Technique Look at all of the skills across grade levels and within the clusters of the standards. BACKWARDS PROGRESSION OF STANDARDS The real number system: CCSS compared to DLM Essential Learning Standards CCSS DLM Essential Learning High School/ cluster –The Real Number System: N-RN.1. Explain how EE-N-RN.1. Determine the value of a quantity that is squared or cubed the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 81/3 to be the cubed root of 8 because 1/3 3 = (1/3)3 1/3)3 we want (8 ) 8 to hold so 8 must equal 8. GRADE 8/ cluster – The Number System: 8.NS.1 Understand informally that every number has a decimal expansion; the rational numbers are those with decimal expansions that terminate in 0s or eventually repeat. Know that other numbers are called irrational. GRADE 7/ cluster – The Number System: 7.NS.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. GRADE 6/ cluster – The Number System: 6.NS.1 Interpret and compute EE-8.NS.1. Subtract fractions with like denominators (halves¸ thirds, fourths, and tenths) with minuends less than or equal to one. EE-7.NS.1. Add fractions with like denominators (halves¸ thirds, fourths, and tenths) with sums less than or equal to one. EE-6.NS.1. Compare the relationships between two unit fractions. E.E.-5.NBT.1 Compare numbers up to 99 using base ten models. Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. GRADE 4/ cluster –Number and Operations in Base Ten: 4.NBT.1 E.E.-4.NBT.1 Not Applicable – see E.E.-5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents ten times what it represents in the place to its right. GRADE 3/ cluster –Number and Operations in Base Ten: 3.NBT.1 Use place value and understanding to round whole numbers to the nearest 10 or 100 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. Understand that 100 can be thought of as a bundle of ten tens – called a “hundred.” The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one , two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones) GRADE 1/ cluster –Number and Operations in Base Ten: 1.NBT.1 quotients of fractions, and solve word problems involving division of fractions by fractions, e.g. by using visual fraction models and equations to represent the problem. GRADE 5/ cluster –Number and Operations in Base Ten: 5.NBT.1 GRADE 2/ cluster –Number and Operations in Base Ten: 2.NBT.1 E.E.-3.NBT.1 Use decade numbers (10, 20, 30) as benchmarks to demonstrate understanding of place value for numbers 0-30. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written number. E.E.-2.NBT.1 Represent numbers up to 30 with sets of tens and ones using objects in columns or arrays. E.E.-1.NBT.1 a. Count by ones to 30. E.E.-1.NBT.1 b. Count as many as 10 objects and represent the quantity with the corresponding numeral. GRADE K/ cluster –Number and E.E.-K.NBT.1 Not applicable – See Operations in Base Ten: K.NBT.1 EE1.NBT.4 (Compose numbers less Compose and decompose numbers from 11 to than or equal to five in more than one 19 into ten ones and some further ones, e.g. by way.) and EE.1.NBT.6. (Decompose using objects or drawings, and record each numbers less than or equal to 5 in composition or decomposition by a drawing or more than one way.) equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. 2 + 3 = 5 Compose and decompose the number 5 Bundles to show 10 and 14 Array: an arrangement of rows and columns to represent a number 1/2 1/4 1/6 Unit fractions: Fractions with 1 in the denominator Third grade English Language Arts Standards: Writing 1 CCSS2 Grade-level Standards Text type and purposes W.3.1.Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.1.a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1.b. Provide reasons that support the opinion. W.3.1.c. Use linking words and phrases (e.g. because, therefore, since, for example to connect opinion and reasons. W.3.1.d. Provide a concluding statement or section. 1 2 DLM Essential Elements E.E. W.3.1. Write opinions about topics or text. E.E. W.3.1.a. Select a text and write an opinion about it. E.E. W.3.1.b. Write one reason to support an opinion about a text. E.E. W.3.1. c. Not applicable E.E. W.3.1.d. Not applicable Writing can use standard writing instruments, computers, or alternative writing tools CCSE stands for COMMON CORE STATE STANDARDS Group work Planning for Success Instructions 1. Find handouts in packet: Planning for Success 2. Select the following for your table: recorder reporter time keeper materials go-for 3. Review exercise with me: Use the standard at your table along with your “unpacked” standard worksheets; create a plan for either Avery (odd numbered tables) or Bonnie (even numbered tables) 4. Send go-for to get any clarification you need. 5. Complete the Planning for Success worksheet. 6. 10 minutes to complete exercise 7. Questions? Measuring progress TARGET GENERALIZATION INDEPENDENCE COMPLEXITY/DIFFICULTY CONSISTENCY Reflection • What was easy? • What was challenging? • What ideas do you have about planning? • What support do you think you will need from your lead teacher? target • Ready aim fire and • Ready fire aim generalization Students must be able to perform the instruction across a variety of environments. independence For instruction to be successful, students must be able to do it when we are not there! LEAST RESTRICTIVE PROMPT • Critical to the new assessments • Promote independent functioning • Continuum of supports! consistency One has to be able to perform successfully across all environments, all the time, and with the same proficiency ALL THE TIME! For Review • State Standards CCSS ILS CCR DLM EE • Your Role Reinforce instruction Formative assessment Vocabulary • Best Practice Process over content Increasing difficulty Critical thinking Independence Thank you!