spring 2013 cognitive disabilities program support teacher and leadership meeting

SPRING 2013 SPRING 2013 COGNITIVE DISABILITIES COGNITIVE DISABILITIES PROGRAM SUPPORT PROGRAM SUPPORT TEACHER AND TEACHER AND LEADERSHIP MEETINGLEADERSHIP MEETING

Overview

Common Core Essential Elements: Principles of Effective Instruction in ELA

Standards of Mathematical Practice

Universal Design for Learning Transition

Who are students with Significant Cognitive Disabilities?

Students(1) who are within one or more of the existing

categories of disability under the IDEA [Individuals with Disabilities Education Act] (e.g., autism, multiple disabilities, traumatic brain injury, etc.);

(2) whose cognitive impairments may prevent them from attaining grade-level achievement standards, even with the very best instruction.

(U.S. Department of Education, 2005, p. 23)

Principles of Effective Instruction in English Language Arts

The Common Core emphasizes Learning builds over time

Application of knowledge and skills

Active participation and interaction in learning

activities

Collaboration and communication

Ongoing comprehensive instruction in reading,

writing, speaking, listening, and language

Wisconsin Foundations for ELA

Literacy is an evolving concept, and becoming literate is a

lifelong learning process

English language arts instruction builds an understanding of

the human experience

Literacy, language and meaning are socially constructed

and are enhanced by multiple perspectives

Critical thinking and problem solving, communication,

collaboration, and creativity are aspects of effective English

education and attributes of Wisconsin graduates

English language arts is an integrated discipline

CrosswalkCrosswalkUniversity of North Carolina’s

Center for Literacy and Disability Studies

Wisconsin’s Foundations for English Language Arts

Learning builds over time Literacy is an evolving concept, and becoming literate is a lifelong learning process

Application of knowledge and skills English language arts instruction builds an understanding of the human experience

Active participation and interaction in learning activities

Literacy, language and meaning are socially constructed and are enhanced by multiple perspectives

Collaboration and communication Critical thinking and problem solving, communication, collaboration, and creativity are aspects of effective English education and attributes of Wisconsin graduates

Ongoing comprehensive instruction in reading, writing, speaking, listening, and language


Wisconsin Foundations for ELA

Literacy is an evolving concept, and becoming literate is a

lifelong learning process

English language arts instruction builds an understanding of

the human experience

Literacy, language and meaning are socially constructed

and are enhanced by multiple perspectives

Critical thinking and problem solving, communication,

collaboration, and creativity are aspects of effective English

education and attributes of Wisconsin graduates


THE COMMON CORE STATE THE COMMON CORE STATE STANDARDSSTANDARDS FOR ENGLISH FOR ENGLISH LANGUAGE ARTS ARE SPECIFIC LANGUAGE ARTS ARE SPECIFIC STATEMENTS OF CONTENT AND STATEMENTS OF CONTENT AND SKILL EXPECTATIONS IN THE AREAS SKILL EXPECTATIONS IN THE AREAS OF READING, WRITING, LISTENING OF READING, WRITING, LISTENING AND SPEAKING, AND LANGUAGE.AND SPEAKING, AND LANGUAGE.

LITERACY IS AN EVOLVING CONCEPT, AND BECOMING LITERATE IS A LIFE LONG LEARNING PROCESS.

Reading and Foundational Skills: Phonics and Word Recognition

Grade

Level

Standard: Know and apply grade-level phonics and word analysis skills in decoding words.

K a. Demonstrate basic knowledge of letter-sound correspondences. c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

1 b. Decode regularly spelled one-syllable words.

2 c. Decode regularly spelled two-syllable words with long vowels. d. Decode words with common prefixes and suffixes. f. Recognize and read grade-appropriate irregularly spelled words.

3 b. Decode words with common Latin suffixes. c. Decode multi-syllable words. d. Read grade-appropriate irregularly spelled words.

4 a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Two Instructional Principles that apply to the foundation -Literacy is an evolving concept

1. Repetition with variety2. Cognitive engagement

Making Words: An example of Repetition with Variety and Cognitive Engagement

Activity #1 Repetition with Variety

With a partner or in small groups decide whether the activities on the handouts represent rote repetition or repetition with variety?

With a partner or in small groups, come up with additional instructional activities that use repetition with variety.

ELA INSTRUCTION ELA INSTRUCTION BUILDS AN BUILDS AN UNDERSTANDING OF UNDERSTANDING OF THE HUMAN THE HUMAN EXPERIENCEEXPERIENCE

An Instructional Principle that applies to building an understanding of human experience

3. Cognitive clarity

Cognitive clarity about the function and value of reading.

Activity #2: Cognitive Clarity1) Describe a personal learning experience

that lacked Cognitive Clarity.

2) Describe a personal learning experience that did have Cognitive Clarity.

3) Reflect on activities that you have used that demonstrate cognitive clarity and activities that did not demonstrate cognitive clarity.

LITERACY, LANGUAGE AND LITERACY, LANGUAGE AND MEANING ARE SOCIALLY MEANING ARE SOCIALLY CONSTRUCTED AND ARE CONSTRUCTED AND ARE ENHANCED BY MULTIPLE ENHANCED BY MULTIPLE PERSPECTIVES PERSPECTIVES

Instructional Principles that applies to the foundation-Literacy, language, and meaning are socially constructed

4. Personal connection with the curriculum

5. Participation of a knowledgeable other

Scott and Blake write a book

CRITICAL THINKING AND CRITICAL THINKING AND PROBLEM SOLVING, PROBLEM SOLVING, COMMUNICATION, COMMUNICATION, COLLABORATION, AND COLLABORATION, AND CREATIVITY ARE ASPECTS OF CREATIVITY ARE ASPECTS OF EFFECTIVE ENGLISH EFFECTIVE ENGLISH EDUCATION AND ATTRIBUTES EDUCATION AND ATTRIBUTES OF WISCONSIN GRADUATESOF WISCONSIN GRADUATES

An Instructional Principle that applies to the foundation-critical thinking and problem solving, communication, collaboration and creativity

6. Every student must have a means of expressive communication.

AAC comes in all forms, shapes and sizes!

A Sample “Core” Vocabulary

ENGLISH LANGUAGE ENGLISH LANGUAGE ARTS IS AN INTEGRATED ARTS IS AN INTEGRATED DISCIPLINEDISCIPLINE

An Instructional Principle that applies to the foundation-English language arts is an integrated discipline

7. Significant time allocation for instruction

Activity #3: Student Literacy Program

Think of 1 of your students and consider how much instructional time he/she gets in each of the following areas English Language Arts strands on a weekly basis.

As you look at your handout, what do you notice?

Principles of Effective ELA Instruction

1. Repetition with variety2. Cognitive engagement3. Cognitive clarity4. Personal connection with the

curriculum5. Participation of a knowledgeable other6. A means of expressive communication7. Significant time allocation for

comprehensive instruction

Tar Heel Reader

The Tar Heel Reader is a collection of free, easy-to-read, and accessible books on a wide range of topics.

Each book can be speech enabled and accessed using multiple interfaces, including touch screens, the IntelliKeys with custom overlays, and 1 to 3 switches.

http://tarheelreader.org/

http://tarheelreader.org/

BREAKBREAK

AN OVERVIEW OF THE COMMON CORE STATE STANDARDS FOR MATHEMATICAL PRACTICEFOR USE WITH THE COMMON CORE ESSENTIAL ELEMENTS

8 Standards for Mathematical Practice

Standard 1: Make sense of problems and persevere in solving them

Standard 2: Reason abstractly and quantitatively

Standard 3: Construct viable arguments and critique the reasoning of others

Standard 4: Model with mathematics

8 Standards for Mathematical Practice

Standard 5: Use appropriate tools strategically

Standard 6: Attend to precisionStandard 7: Look for and make use

of structureStandard 8: Look for and express

regularity in repeated reasoning

•Make sense of problems and persevere in solving them. (MP 1)

•Attend to precision. (MP 6)

Standards for Mathematical Practice

STANDARD 1: MAKE SENSE STANDARD 1: MAKE SENSE OF PROBLEMS AND OF PROBLEMS AND PERSEVERE IN SOLVING PERSEVERE IN SOLVING THEM THEM

Mathematically proficient students:

Explain the meaning of a problem and restate it in their own words

Analyze given information to develop possible strategies for solving the problem

Identify and execute appropriate strategies to solve the problem

Evaluate progress toward the solution and make revisions if necessary

Check of accuracy and reasonableness of work, strategy and solution

Understand and connect strategies used by others to solve problems

Making Sense of Problems

Example: How would you solve this?Erin has 10 comic books. She has 3 more comic books than Jason has. How many comic books does Jason have?

Common Core Essential Element:EE3.OA.8: Add to solve real world one-step story problems from 0-30

Making Sense of Problems

Key words don’t work!

We tell them—more means add

Erin has 10 comic books. She has 3 more comic books than Jason has. How many comic books does Jason have?

But is our answer really 13 which is 10+ 3?

STANDARD 6: ATTEND TO PRECISION


Understand symbols and use them consistently within the context of a problem

Calculate answers efficiently and accurately and label them appropriately

Formulate precise explanations (orally and in written form) using both mathematical representations and words

Communicate using clear mathematical definitions, vocabulary, and symbols

Attend to Precision

Example: Are these the same?

4 + 4 = 7 + 1

Common Core Essential Element:EE. 7. EE. 3-4.: Use the concept of equality with models to solve one-step addition and subtraction equations.

4+4 = 7+1

We also use the word “same” when it doesn’t really apply.

Are these the same?

Are these the same?

STANDARD 2: REASON STANDARD 2: REASON ABSTRACTLY AND ABSTRACTLY AND QUANTITATIVELY QUANTITATIVELY

Mathematically proficient students

Translate given information to create a mathematical representation for a concept

Manipulate the mathematical representation by showing the process considering the meaning of the quantities involved

Recognize the relationships between numbers/quantities within the process to evaluate a problem

Review the process for reasonableness within the original context

STANDARD 3: CONSTRUCT VIABLE ARGUMENTS AND CRITIQUE THE REASONING OF OTHERS

Mathematically proficient students Use observations and prior knowledge (stated

assumptions, definitions, and previous established results) to make conjectures and construct arguments

Compare and contrast logical arguments and identify which one makes the most sense

Justify (orally and in written form) the approach used, including how it fits in the context from which the data arose

Listen, understand, analyze, and respond to the arguments of others

Identify and explain both correct and flawed logic Recognize and use counterexamples to refine assumptions

or definitions and dispute or disprove an argument

Reasoning and Explaining

Example:If Sam can mow one lawn in 2 hours, how many lawns can he mow in 8 hours?

Write a proportional relationship that represents the situation.

Common Core Essential Element:EE.7.RP. 1-3 Use a ratio to model or describe a relationship.

Reasoning and Explaining

If Sam can mow one lawn in 2 hours, how many lawns can he mow in 8 hours?

Write a proportional relationship that represents the situation.

Representational proportions

=

Concrete Proportions

=

= X

= X

= X

STANDARD 4: MODEL STANDARD 4: MODEL WITH MATHEMATICS WITH MATHEMATICS


Use a variety of methods to model, represent, and solve real-world problems

Simplify a complicated problem by making assumptions and approximations

Interpret results in the context of the problem and revise the model if necessary

Choose a model that is both appropriate and efficient to arrive at one or more desired solutions

STANDARD 5: USE STANDARD 5: USE APPROPRIATE TOOLS APPROPRIATE TOOLS STRATEGICALLYSTRATEGICALLY


Identify mathematical tools and recognize their strengths and weaknesses

Select and use appropriate tools to best model/solve problems

Use estimation to predict reasonable solutions and/or detect errors

Identify and successfully use external mathematical resources to pose or solve problems

Use a variety of technologies, including digital content, to explore, confirm, and deepen conceptual understanding

Modeling and Using Tools

Example:The students in Ms. Baca’s art class were mixing yellow and blue paint. She told them that two mixtures will be the same shade of green if the blue and yellow paint are in the same ratio.

Common Core Essential Element:EE.7.RP. 1-3 Use a ratio to model or describe a relationship

Modeling and Using Tools Solution

A B C D E

YELLOW 1 PART 2 PARTS 3 PARTS 4 PARTS 6 PARTS

BLUE 2 PARTS 3 PARTS 6 PARTS 6 PARTS 9 PARTS

How many different shades of paint did the students make?

Our tool: Number line

STANDARD 7: LOOK FOR AND STANDARD 7: LOOK FOR AND MAKE USE OF STRUCTUREMAKE USE OF STRUCTURE

Mathematically proficient students: Look for, identify, and accept patterns or

structure within relationships Use patterns or structure to make sense

of mathematics and connect prior knowledge to similar situations and extend to novel situations

Analyze a complex problem by breaking it down into smaller parts

Reflect on the problem as a whole and shift perspective as needed

STANDARD 8: LOOK FOR AND STANDARD 8: LOOK FOR AND EXPRESS REGULARITY IN EXPRESS REGULARITY IN REPEATED REASONINGREPEATED REASONING


Recognize similarities and patterns in repeated trials with a process

Generalize the process to create a shortcut which may lead to developing rules or creating a formula

Evaluate the reasonableness of results throughout the mathematical process while attending to the details

Multiplication

2 * 3= ?

Seeing Structure and Generalizing

Example: Two birds + two birds + two birds= ?

Common Core Essential ElementsEE.3.OA.1-2.: Use repeated addition and equal groups to find the total number of objects to find the sum.

Seeing Structure and Generalizing Solution

++ =?

Seeing Structure and Generalizing Solution

Given a repeated addition number sentence, use a number line to find the sum.

MAKING CONNECTIONS

Con

ten

t S

tan

dard

s

“Understanding” standards are the points of intersection between the Standards for Mathematical Content and the Standards for Mathematical Practice”

QUESTIONS

Resources

Common Core State Standards:http://standards.dpi.wi.gov/stn_ccss

Dynamic Learning Maps:www.dynamiclearningmaps.org

Illustrative Mathematics:http://www.illustrativemathematics.org/

Tar Heel Reader: http://tarheelreader.org/

Contact Information

Special Education TeamErin [email protected]/266-1785

Sandy [email protected]/266-1781

Office of Student AssessmentKristen [email protected]/267-3165

THANK YOU!

spring 2013 cognitive disabilities program support teacher and leadership meeting

Documents

language english language

language slide

english language arts

learning transition

learning activities

integrated discipline

ela literacy

best instruction