an overview of ncsc curriculum and instruction: understanding the schema

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

Communicative Competence

College

Career

CommunityCurriculum

Common Core StandardsLearning Progressions

Core Content Connectors

InstructionGrade-level Lessons

AccommodationsSystematic Instruction

AssessmentFormative, Interim

Summative

Learning Progressions Frameworks


Instructional Resource Guide

ContentModules

Curriculum Resource Guides

=Standards documents = Documents that promote teacher understanding of the content = Documents that promote instruction of the content

MS Unit UDLs

Ele Unit UDLs

HS Unit UDLs

MS MASSIs

& LASSIs

MS MASSIs

& LASSIs

Ele MASSIs

& LASSIs

Ele MASSIs

& LASSIs

HS MASSIs

& LASSIs

HS MASSIs

& LASSIs

Graduated Understandings

Instructional Families

Element Cards

SCHEMA for Common Core State Standards Resources NCSC Instructional Resources

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/


http://www.corestandards.org/

Core Content ConnectorsCommon Core State Standards


ContentModules



MS Unit UDLs

Ele Unit UDLs

HS Unit UDLs

MS MASSIs

& LASSIs

MS MASSIs

& LASSIs

Ele MASSIs

& LASSIs

Ele MASSIs

& LASSIs

HS MASSIs

& LASSIs

HS MASSIs

& LASSIs



Element Cards



• 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.

Learning Progressions





ContentModules



MS Unit UDLs

Ele Unit UDLs

HS Unit UDLs

MS MASSIs

& LASSIs

MS MASSIs

& LASSIs

Ele MASSIs

& LASSIs

Ele MASSIs

& LASSIs

HS MASSIs

& LASSIs

HS MASSIs

& LASSIs



Element Cards


Progress Indicator: E.NO.1a showing mastery of the prerequisite core skills of cardinality, constancy, and 1:1 correspondence

Core Content Connectors: K CCSS Domain/Cluster Common Core State Standard

K.NO.1a1 Rote count up to 10Counting and Cardinality

K CC Know number names and the count sequence.

K.CC.1 Count to 100 by ones and by tens.

K.NO.1a2 Rote count up to 31Counting and Cardinality

K CC Know number names and the count sequence.


K.NO.1a3 Rote count up to 100

Counting and CardinalityK CC Know number names and the count sequence.


K.NO.1a4 Count up to 10 objects in a line, rectangle, or array

Counting and CardinalityK CC Count to tell the number of objects.

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 StandardK.NO.1b1 Match the numeral to the number of objects in a set


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.

K.NO.1b2 Identify the set that has more


K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.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.

Grade 3 students: Grade 4 students: Grade 5 students: 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

CCCs CCCs 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).

4.RL.i1 Refer to details and examples in a text when explaining what the text says explicitly.

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?).

College and Career Readiness Anchor Standards for ReadingKey Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specifictextual 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 supportingdetails and ideas.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Reading Standards for Literature






MS Unit UDLs

Ele Unit UDLs

HS Unit UDLs

MS MASSIs

& LASSIs

MS MASSIs

& LASSIs

Ele MASSIs

& LASSIs

Ele MASSIs

& LASSIs

HS MASSIs

& LASSIs

HS MASSIs

& LASSIs



Element Cards


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




ContentModules



MS Unit UDLs

Ele Unit UDLs

HS Unit UDLs

MS MASSIs

& LASSIs

MS MASSIs

& LASSIs

Ele MASSIs

& LASSIs

Ele MASSIs

& LASSIs

HS MASSIs

& LASSIs

HS MASSIs

& LASSIs



Element Cards


Five Instructional families for Data Analysis I & II

Five Instructional families for Data Analysis I & II

Grade-span Learning Targets

from the Learning Progression Frameworks

Grade-span Learning Targets


Distribution of Instructional Families

and the number of related CCCs by grade

Distribution of Instructional Families

and the number of related CCCs by grade

Reference to related CCSSReference to related CCSS

Instructional Families for Data Analysis I (K-4)Instructional Families for Data Analysis I (K-4)

Grade-span Learning Target


Grade-span Learning Target


Distribution of CCCs by

Instructional Families and

grade

Distribution of CCCs by

Instructional Families and

grade

Reference to related CCSS Reference to related CCSS

Three Instructional Families in Data Analysis IThree Instructional Families in Data Analysis I

Instructional Families/CCSS Domains View

Related CCSS Domains for Data Analysis IRelated CCSS Domains for Data Analysis I

Element Cards




ContentModules

Curriculum Resource

Guides


MS Unit UDLs

Ele Unit UDLs

HS Unit UDLs

MS MASSIs

& LASSIs

MS MASSIs

& LASSIs

Ele MASSIs

& LASSIs

Ele MASSIs

& LASSIs

HS MASSIs

& LASSIs

HS MASSIs

& LASSIs



Element Cards


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

• Part 2 – Tables with CCCs and Performance Examples– 1st table includes CCCs aligned

with the topic for Grades 3-High 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?

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



Instructional Resource

Guide

ContentModules



MS Unit UDLs

Ele Unit UDLs

HS Unit UDLs

MS MASSIs

& LASSIs

MS MASSIs

& LASSIs

Ele MASSIs

& LASSIs

Ele MASSIs

& LASSIs

HS MASSIs

& LASSIs

HS MASSIs

& LASSIs



Element Cards


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)




ContentModules



MS Unit UDLs

Ele Unit UDLs

HS Unit UDLs

MS MASSIs

& LASSIs

MS MASSIs

& LASSIs

Ele MASSIs

& LASSIs

Ele MASSIs

& LASSIs

HS MASSIs

& LASSIs

HS MASSIs

& LASSIs



Element Cards


• 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

UDL Unit Plans/ Lesson Plans

Lessons are taken from the general Lessons are taken from the general education curriculum; principles of UDL education curriculum; principles of UDL are appliedare applied

Unit Plans

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.

then modified and or adapted for then modified and or adapted for Emerging Readers and Emerging Emerging Readers and Emerging CommunicatorsCommunicators

Unit Plan cont.

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 ...




ContentModules



MS Unit UDLs

Ele Unit UDLs

HS Unit UDLs

MS MASSIs

& LASSIs

MS MASSIs

& LASSIs

Ele MASSIs

& LASSIs

Ele MASSIs

& LASSIs

HS MASSIs

& LASSIs

HS MASSIs

& LASSIs



Element Cards


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

Bolded text indicates teacher script

Instructional strategy: CTD

Instructional strategy: LIP

Leveled Instruction

Check and Score: Teacher scores on Progress Monitoring Sheet. Numbers correspond with number on data sheet.

Goals for each grade level in grade band

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?

an overview of ncsc curriculum and instruction: understanding the schema

Documents

cardinalityk cc count

number of

number names

essential core concepts

overview of ncsc curriculum

increased understanding

sophisticated understanding

1a1 rote