Mariel Zeller Lexington, Kentucky 1

 Introduce NCSC GSEG goals and available resources  Become familiar with resources and how to support students with significant cognitive disabilities  Plan for transition to the Common Core State Standards (CCSS) 2

Changing Curricular Paradigm for SWSCD 3

4 Early 1970s Adapting infant/early childhood curriculum for students with the most significant disabilities of all ages 1980s Rejected “developmental model” Functional, life skills curriculum emerged 1990s Also: social inclusion focus Also: self determination focus Assistive technology 2000s General curriculum access (academic content) Plus earlier priorities (functional, social, self determination) Digitally accessible materials

5 Viewing students through the lens of a disability label may increase the likelihood of misjudging capabilities and barring some students from opportunities to learn what other students their age are learning (Jorgensen, McSheehan & Sonnenmeier, 2007)

Students with significant cognitive disabilities…  Can, need and have learned  academic content, functional skills and activities  Benefit from instruction in  actual settings and functional activities  Academic content should be taught in a progression rather than a menu approach  Need to learn skills and concepts, not just activities 6

Communicative Competence 7

Intent MODE Listener Comprehension Successful Communication 8 Language – implies standardization, rules, and symbols; implying mutual understanding by the individuals who share knowledge of the language system Communication – implies a much broader set of output behaviors and combinations of output behaviors which may or may not be of a standardized form, but which convey intent and are understood and “readable” by the listener

CONTEXT  Emerging data showing that students who need communication support are not receiving it.  Emerging data showing that students are not developing symbolic language across grades/years in school. 9

10  How do the past approaches in special education affect our view of instruction for students with significant cognitive disabilities?  Students  How does communicative competence relate to being ‘college, career and community ready’ for students with disabilities?  Teachers  What information/help do teachers need to ensure communicative competence?  How can this information ensure better access for all students?

Teaching the Standards 11

 Goal of CCSS  students will graduate with the skills and knowledge required to succeed in workforce and in academic college courses.  The Common Core State Standards can be found at the following website:   “Students with disabilities…must be challenged to excel within the general curriculum and be prepared for success in their post-school lives, including college and/or careers.” 12

NCSC resources/materials 13

14  focused-General-Handout% pdf focused-General-Handout% pdf

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 Long-term goal of NCSC:  to ensure students with significant  cognitive disabilities achieve increasingly  higher academic outcomes and leave high  school ready for postsecondary options  A well-designed summative assessment alone is insufficient.  Curricular & instructional frameworks  Teacher resources and professional development 16

NCSC Curriculum and Instruction Schema 17

5-Step Process 1. Identify the standard(s) in the gen ed lesson. Begin with the Common Core State Standards Use Content Modules to clarify content. Use the Graduated Understandings: Instructional Families. 2. Identify the outcomes or learning objectives for all students. Use Content Modules to clarify content. Use the Curriculum Resource Guides for descriptions of outcomes. Use the Element Cards for Essential Understandings 3. Examine the instructional activities for all students.  Use UDL Units for examples of instructional activities that make up a unit.  Use Curriculum Resource Guide for additional instructional activities ideas. 4. Determine supports for SCD. Use the UDL Units for multiple means of representation, expression, and engagement and for additional support considerations. 5. Use NCSC curriculum and instructional resources as needed. Use the Element Cards for instructional strategies. Use the LASSIs to reinforce specific skills and concepts. Use the Instructional Resource Guide to design systematic instructional strategies. 18

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20 Common Core State Standards Learning Progressions Frameworks Core Content Connectors Graduated Understandings Instructional Families Content Modules

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22 Instructional Families

Grade-band Learning Targets from the Learning Progression Frameworks Distribution of Instructional Families and the number of related CCCs by grade Instructional Family Abbreviated Anchor Standards

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Element Cards 36

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5-Step Process 1. Identify the standard(s) in the gen ed lesson. Begin with the Common Core State Standards Use Content Modules to clarify content. Use the Graduated Understandings: Instructional Families. 2. Identify the outcomes or learning objectives for all students. Use Content Modules to clarify content. Use the Curriculum Resource Guides for descriptions of outcomes. Use the Element Cards for Essential Understandings 3. Examine the instructional activities for all students.  Use UDL Units for examples of instructional activities that make up a unit.  Use Curriculum Resource Guide for additional instructional activities ideas. 4. Determine supports for SCD. Use the UDL Units for multiple means of representation, expression, and engagement and for additional support considerations. 5. Use NCSC curriculum and instructional resources as needed. Use the Element Cards for instructional strategies. Use the LASSIs to reinforce specific skills and concepts. Use the Instructional Resource Guide to design systematic instructional strategies. 41

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 What strategies/resources can be used on an individual/ building/district level to support standards-based instruction?  Students  How can the use of adaptations/scaffolds/AT support standards-based instruction?  Teachers  What information/help do teachers need to ensure student involvement/progression in standards-based instruction?  How can this information ensure better access for students significant cognitive disabilities? 43

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 Benson, E. (2003). Intelligent intelligence testing: Psychologists are broadening the concept of intelligence and how to test it. Monitor, 34(2). Available at  Great Schools Partnership (2013). Available at Jorgenson, C (2005). “ The Least Dangerous Assumption: A Challenge to Create a New Paradigm” A Resource for Families & Others Interested in Down Syndrome & Developmental Disabilities v.6, n.3. Kearns, J., Towles-Reeves, E., Kleinert, H., Kleinert, J., & Thomas, M. (2011). Characteristics of and implications for students participating in alternate assessments based on alternate academic achievement standards. Journal of Special Education, 45 (1), Kearns, Kleinert, Harrison, Shepherd-Jones, Hall, & Jones (2011). What Does College and Career Ready Mean for Students with Significant Cognitive Disabilities? Available at Samuels, C. (2013). Common Core's Promise Collides With IEP Realities. Available at Wickham, D. and Lederer, L. (2007, December). Functional Curriculum and Academic Standards-based Curriculum: Competing for your Child’s Time? Presentation at the annual meeting of TASH. Seattle, WA. 45