Welcome Teachers! Jessica Bowman, USOE

Get to know your team! Share one thing about your special education program that you are proud of. Share one thing you are excited to do this summer.

Session Outcomes You will be able to: demonstrate knowledge and understanding of the Essential Elements, standards-based assessment tasks, and aligning lessons to academic standards.

Session Outcomes Answering questions with 85% accuracy. You will be able to: demonstrate knowledge and understanding of the Essential Elements, standards-based assessment tasks, and aligning lessons to academic standards. How you will do this: Create a pacing guide, standards-based assessments, and lesson plans. We will know you have learned this by: Answering questions with 85% accuracy.

Teams Elementary ELA Elementary Math Middle ELA Middle Math High ELA High Math

Curriculum Mapping Team ‘Training’ Why are we doing this? What will it look like?

Day 1 Teams will unpack the Essential Elements for their grade band Teams will identify skills to teach across grade band Teams will map out skills to teach for the school year Day 2 Teams will create common assessments Teams will create lesson plans that tie to their common assessments

Day 3, 4, and 5 Teams will meet throughout the school year to continue designing assessments, developing lesson plans and making changes to pacing guide.

What are the Essential Elements? The Essential Elements are our alternate core standards for students with significant cognitive disabilities. Reduced depth, breadth, and complexity. Essential Elements

The Curriculum Mapping Process Identify/unpack the standards Create pacing guide Create common assessments Create engaging lessons

Understanding the Essential Elements Claims

Dynamic Learning Maps Consortium. (2013) Dynamic Learning Maps Consortium. (2013). Dynamic Learning Maps Essential Elements for English language arts. Lawrence, KS: University of Kansas

Understanding the Essential Elements Claims Conceptual Areas

Dynamic Learning Maps Consortium. (2013) Dynamic Learning Maps Consortium. (2013). DLM mathematics integrated assessment model 2014-15 blueprint. Lawrence, KS: University of Kansas

Dynamic Learning Maps Consortium. (2013) Dynamic Learning Maps Consortium. (2013). Dynamic Learning Maps Essential Elements for English language arts. Lawrence, KS: University of Kansas

Understanding the Essential Elements Claims Conceptual Areas Essential Elements

Learning Map

M-EE-6.5 Essential Element Grade 6 Standard 5 Math

Unpacking the standards Highlight the verb and subject of each standard. Identify key vocabulary that might have to be taught for each standard (underline or write these out). Identify “power” standards for your grade level (circle these). What would you prioritize for your students? Use the Blueprint to put a star next to each standard that appears on the testing Blueprint. Identify learning targets (I can statements). Type these out for each grade level.

Essential Elements Document

Check for understanding!

Teams work on unpacking the Essential Elements* Highlight the verb and subject of each standard. Identify key vocabulary that might have to be taught for each standard (underline or write these out). Identify “power” standards for your grade level (circle these). What would you prioritize for your students? Use the Blueprint to put a star next to each standard that appears on the testing Blueprint. Identify learning targets (I can statements). Type these out for each grade level. *take a 10 minute break during this time

The Curriculum Mapping Process Identify/unpack the standards Create pacing guide Create common assessments Create engaging lessons

Essential Elements Document DLM Testing Blueprint Essential Elements Document Pacing Guide Template

Essential Elements Document

Pacing Guide Template

DLM Testing Blueprint

Questions to consider What is important for you to have in a pacing guide? What isn’t important? What conceptual areas can be taught together? Which conceptual areas are difficult to embed into other learning? What makes sense for your students?

Lunch

Teams work on pacing guide

Reconvene with full grade band team to present pacing guides and receive feedback

Debrief with facilitator What worked well in your teams today? What didn’t work as well?

Day 1 Teams will unpack the Essential Elements for their grade band Teams will identify skills to teach across grade band Teams will map out skills to teach for the school year Day 2 Teams will create common assessments Teams will create lesson plans that tie to their common assessments

The Curriculum Mapping Process Identify/unpack the standards Create pacing guide Create common assessments Create engaging lessons

Clearly tie every single question to a learning target/linkage level.

Maintain the rigor of the standard.

Maintain the rigor of the standard.

Make each assessment quick and easy.

Universal Design for Learning WHAT: Representation HOW: Expression WHY: Engagement

Sample Assessment Elementary Claim 2.1 (Geometry)

Sample Assessment Elementary Claim 2.1 for K-3

Sample Assessment Elementary Claim 2.1 for Grade 4

Sample Assessment Elementary Claim 2.1 for Grade 5

Sample Assessment Secondary Claim 3.2

Sample Assessment Secondary Claim 3.2

Sample Assessment Secondary Claim 3.2

Sample Assessment Secondary Claim 3.2

Check for understanding!

Teams work on creating common assessments

The Curriculum Mapping Process Identify/unpack the standards Create pacing guide Create common assessments Create engaging lessons

Create engaging lessons Apply Universal Design for Learning for ALL students Facilitate student-directed learning Use assistive technology and peer supports Use systematic instruction Apply research to practice Train to generalize Jimenez, B., Courtade, G., & Browder, D. (2013). Six successful strategies for teaching common core state standards to students with moderate and severe disabilities. Attainment Company, Inc. Verona, WI.

Universal Design for Learning WHAT: Representation HOW: Expression WHY: Engagement

Facilitate student-directed learning “…the best way to individualize academic standards that are aligned to the general curriculum is to develop programs that accomplish two things: they are aligned to the standards, and are personally relevant to the student.” (Jimenez, Courtade, & Browder, 2013)

Systematic instruction Observable skill Discrete Time delay Reinforcement Chained Task analysis Systematic prompting with feedback Simultaneous prompting - https://www.youtube.com/watch?v=JEWhd3-E-Ao

Systematic Instruction - Prompting Simultaneous prompting Least to most intrusive prompting Verbal prompt Gesture prompt Visual model prompt Model prompt Physical prompt

Apply research to practice Teaching ELA standards Teaching math standards

Strategy 1: Shared Reading Read aloud text Vocabulary Comprehension Questions Application (e.g. writing) ELA Lesson Strategy 1: Shared Reading Hudson, M.E., & Test, D. W. (2011). Evaluating the evidence base for using shared story reading to promote literacy for students with extensive support needs. Research and Practice for Persons with Severe Disabilities, 36, 34-45. Browder, D.M., Trela, K., & Jimenez, B. (2007). Training teachers to follow a task analysis to engage middle school students with moderate and severe developmental disabilities in grade-appropriate literature. Focus on Autism and Other Developmental Disabilities, 22, 206-219. Mims, P.J., Hudson, M.E., & Browder, D.M. (2012). Using read-alouds of grade-level biographies and systematic prompting to promote comprehension for students with moderate and severe developmental disabilities. Focus on Autism and Other Developmental Disabilities, 27, 65-78.

Strategy 2: Use task analysis and graphic organizers in MATH Read aloud math story Manipula-tives Graphic Organizer Task Analysis Math Lesson Browder, D.M., Trela, K., Courtade, G.R., Jimenez, B.A., Knight, V., & Flowers, C. (2012). Teaching mathematics and science standards to students with moderate and severe developmental disabilities. The Journal of Special Education, 46, 26-35.

Teams work on creating engaging lessons

Sharing Tool

Thank you! Jessica Bowman jessica.bowman@schools.utah.gov