1. Jessica Bowman, USBE

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

3. 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 (Day 1), standards-based assessments, and lesson plans (Day 2). We will know you have learned this by: Answering questions with 85% accuracy. Session Outcomes

4. 1. K-2 ELA 2. K-2 Math 3. Elementary ELA 4. Elementary Math 5. Middle ELA 6. Middle Math 7. High ELA 8. High Math Teams

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

6. 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

7. 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.

8. Sharing Tool essentialelementsutah.wikispaces.com

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

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

11. Understanding the Essential Elements Claims

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

14. Understanding the Essential Elements Claims Conceptual Areas

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

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

17. Understanding the Essential Elements Claims Conceptual Areas Essential Elements

20. Claims Conceptual Areas Essential Elements Linkage Levels

22. Learning Map

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

24. 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? What standards, when learned, will give students the most access to the rest of the standards? Use the DLM Testing 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 conceptual area. Unpacking the standards

25. Essential Elements Document

26. Check for understanding! Go to kahoot.it

27. 1. Highlight the verb and subject of each standard. 2. Identify key vocabulary that might have to be taught for each standard (underline or write these out). 3. Identify “power” standards for your grade level (circle these). 1. What would you prioritize for your students? 2. What standards, when learned, will give students the most access to the rest of the standards? 4. Use the DLM Testing Blueprint to put a star next to each standard that appears on the testing Blueprint. 5. Identify learning targets (I can statements). Type these out for each conceptual area.

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

29. Essential Elements Document Pacing Guide Template DLM Testing Blueprint

30. Essential Elements Document

31. Pacing Guide Template

32. DLM Testing Blueprint

33. 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? Remember – think broadly Map out Claims and Conceptual areas FIRST, then input specific EEs as well as vocabulary and other needed information that your team identifies is necessary. Questions to consider

34. Claim 1 (number sense) can be embedded into most other Claims/Conceptual Areas, if needed. All Teams Think broad! Do not look at individual EEs Do not look at linkage levels Think about Claims and Conceptual Areas and providing access to these Math Teams Claim 1 (comprehension) should be taught throughout the school year Claim 4 (research and inquiry) isn’t a tested claim for any grade level – this can be kept for the end of the school year, if desired Claims 2 (writing) and 3 (communication) can be embedded into your plans for teaching throughout the school year (and across content areas) ELA Teams Some tips…

38. What worked well in your teams today? What didn’t work as well?

39. 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