1. Louisiana Academic Standards, Shifts and Sped. Implications
A focus on Early Childhood Learning
September 2017 (Day 1 handout)

2. Outcomes Participants will:
Develop an understanding of how Universal Design for Learning can by implemented to create greater access to rigorous academic demands
Understand the importance of assessing, teaching and reinforcing executive functioning skills to access rigor
Create awareness of strategies and tools available to develop standards aligned IEP goals
Become knowledgeable about the standards expectations for pre- school students

3. Agenda Welcome and Introductions; Review Outcomes
Louisiana Academic Standards and Implications for Students with Disabilities
Rigor and Access
Universal Design for Learning
Executive Functioning
Digital Literacy
Conative Skills
Looking ahead to Day 2

4. Instructional Shifts – English Language Arts
Higher text complexity – non-fiction text at higher lexile levels!
Academic Vocabulary Focus
Building knowledge through content-rich nonfiction
Citing evidence from text; well defended claims
Answer “text-dependent” questions
50% of reading – non-fiction

5. Structure of the ELA Core Standards K-5
Reading
(Literature & Informational Text)
Reading Foundations
Writing
Speaking and Listening
Language

6. What does it look like for Pre-schoolers: Literacy principles
Language and literacy work together
Children say or sign what they hear or see
Children learn everywhere
Children learn best from experiences that are interesting, useful and fun
Celebrate and support the individual
Connect school and home
Encourage students to take a turn
Make thoughts more explicit to children by thinking out loud
Support curiosity and confidence
Create literacy rich environments
Observe children

7. Your turn
In what ways do you provide opportunities for children to hear and see a variety of languages and means of expression in the learning environment and use these in their interactions at preschool?
Examine your daily schedule, routines, and your learning environments to make sure that you have time and spaces for child-initiated play, guided play, and teacher-initiated small- and whole-group experiences 
What are you already doing in your classroom to build connections between reading and language? How can you make this connection even stronger?

8. Instructional Shifts - Math
Math concepts prioritized and “spiraling” across grade levels.
Link to major topics
Conceptual understanding
Procedural skill and fluency
Application and problem solving

9. What does it look like for Pre-schoolers: Math principles
Build on preschool children’s natural interest in mathematics and their intuitive and informal mathematical knowledge
Encourage inquiry and exploration to foster problem solving and mathematical reasoning
Use everyday activities as natural vehicles for developing preschool children’s mathematical knowledge
Introduce mathematical concepts through intentionally planned experiences
Introduce preschool children to the language of mathematics
Integrate math related materials into all interest areas in the classroom
Use children’s books to explore mathematics with children

10. Your Turn
How do you, or could you, organize your classroom environment to facilitate classification skills? 
How could you integrate sorting and patterning experiences into children’s current topic of study?
How do you, or could you, use classification and patterning experiences to develop children’s language and introduce them to new vocabulary?
Think about a recent experience in which children in your group were engaged in mathematical thinking and reasoning.
– What strategies have you used to engage children in mathematical reasoning? 
– What do you think children liked most about this experience? 

11. Shifts and Implications for Special Education
Use of multi-means and strategies for teaching and using academic vocabulary.
Academic Vocabulary Focus

12. Academic Vocabulary Collaborate with General Educators
Marzano Academic Vocabulary Lists available on-line
Teach strategies for academic vocabulary comprehension
Use technology to support the learning of vocabulary

13. Academic Language: Key Steps for Learning
Teach word explicitly
Model the new vocabulary in different contexts
Provide sentence frame to support students use of new vocabulary

14. Shifts and Implications for Special Education
Access to general education
(how can we accomplish this with pre-school students?)
Building knowledge through content-rich nonfiction

15. Shifts and Implications for Special Education
IEP focus on all math standards not just counting and number
Math concepts prioritized and “spiraling” across grade levels.

16. Shifts and Implications for Special Education
Assessment in:
Executive Functioning
Group work social skills
Digital Literacy skills
Communication skills
Cognitive and Conative abilities
Skills critical to success in school with Core Standards!

17. What do Core Standards aligned lessons look like?
Instructional Shifts
What do Core Standards aligned lessons look like?
Show video kindergarten video about choice

18. What about Blooms?

19. Depth of Knowledge

20. Examine Depth of Knowledge

21. DOK Question Stems
Move from level
1 through level 4

22. Support Shifts C C Focus Areas Assessment Student Profile
Goals & Supports
Placement Options
C C Focus Areas

23. Accessing – NOT removing - the RIGOR of the Academic State Standards!
Overcoming Barriers…
Accessing – NOT removing - the RIGOR of the Academic State Standards!

24. What Does it Mean to Learn?
“…thoughts and actions become learned or memorized with experience and that learning has physical manifestations, not just intellectual ones. Conversely, when people stop practicing certain thoughts or actions, the brain eventually prunes the connecting cells that formed the pathways. The thoughts or actions become unlearned.”

25. Reduce Cognitive Load
“Cognitive load refers to the total amount of mental activity imposed on working memory at a specific instance in time…(class period or lesson)” McEwan-Adkins, 2010)

26. Cognitive Load
Weight of a cognitive load = number of elements that need to be remembered.
What students remember depends more on what they already know than on what you tell them!

27. Providing Access Access to Academic Standards UDL
Executive Functioning
Digital Literacy
Conative Skills

28. What is Your Why?

29. Universal Design for Learning

30. Universal Design for Learning
Is what?
A scientifically valid framework that
Provides multiple means of access, assessment, and engagement and removes barriers in instruction
Does what?
to achieve academic and behavioral success
for all
For what?

31. Plan Lesson for the Average Learner
NOT …..
Plan Lesson for the Average Learner
Add on or Subtract

32. Universal Design STARTS the Planning!
Class Lesson Universal Design
Everyone has Access
Everyone Achieves

34. UDL – DR. ROSE The Illusory AVERAGE Student
VIDEO min

35. Universal Design for Learning
Reduces barriers in instruction
Provides appropriate:
Accommodations
Supports
Challenges
While maintaining high expectations for all students
Provides all individuals equal opportunities to learn
Provides flexibility in the ways:
Information is presented
Students respond and demonstrates knowledge and skills
Are engaged with expectations for learning

36. CAST: Brain Networks Recognition Network The what of learning
The how of learning
Strategic Network
The why of learning
Affective Network

39. UDL Framework Representation Perception
Language, mathematical expressions and symbols
Comprehension
Action & Expression
Physical action
Expression and communication
Executive functions
Engagement
Recruiting interest
Sustaining effort and persistence
Self regulation
Discuss and provide examples
Implications for accommodations both in the classroom and in assessment

40. Implementing UDL Analyze Status Set Learning Goal Apply UDL
Specific learning outcome
Common Core Standard
Set Learning Goal
Methods, materials, assessment
Define the barriers
Analyze Status
Identify methods, materials and assessments
Develop a plan
Apply UDL

41. Think about how information is presented to learners…
Does the information provide options that help all learners reach higher levels of comprehension and understanding?
Does the information provide options that help all learners understand the symbols and expressions?
Does the information provide options that help all learners perceive what needs to be learned?

42. Think about how learners are expected to act strategically and express themselves…
Does the activity provide options that help all students act strategically?
Does the activity provide options that help all learners express themselves fluently?
Does the activity provide options that help all learners physically respond?

43. Think about how learners will engage with the lesson…
Does the lesson provide options that can help all learners regulate their learning?
Does the lesson provide options that help all learners sustain effort and motivation?
Does the lesson provide options that engage and interest all learners?

44. Activity Match the learning to: Representation Action/Expression
Engagement

45. Universal Design for Learning
Dynamic, Flexible Learning Environments
Learner Variability
Growth Mindset

46. Executive Functioning

47. Executive functioning skills…
Do you….
Start projects without all the needed materials??
Have a messy, disorganized desk?
Get disturbed by unexpected interruptions?
Have many unfinished projects?
Have great ideas but fail to get the job done?
Have trouble staying on the same topic when talking??
Have trouble remembering things, even for a few minutes??

48. Executive Functioning Skills
Activating
Self—
Regulating
Memory
Emotions
Modulating
Effort
Focusing
Overview slide

49. What are Executive Functioning Skills?
Organization
Planning / prioritization
Meta-cognition / “thinking through problems”
Assignment completion
Note taking
Goal directed persistence
Working memory
Flexibility
On task – Focus
Time management
Self-control
Emotional Control
Response inhibition
Sustained attention
Task initiation

50. A Control Tower in our Heads

51. Age Expectations

52. Behavioral Regulation Index
Two Index Areas
Behavioral Regulation Index
Metacognition Index
Inhibit
Shift
Emotional Control
Monitor
Working Memory
Plan / Organize
Organization of Materials
Task Completion

53. Two Functions of Exec. Function
Thinking Organizing
Regulating
Task Completion

54. Self Regulate!!!!!

55. Activity
Match the Executive Functioning Category to the quote.

56. Executive Functioning & IEPs
Executive functioning skills are critical for success in Core Standards
Identify the executive functioning skills within the standard(s)
Develop IEP goals for skill deficit areas
Strategically teach and reinforce Executive Functioning skills

57. Executive Skill Intervention Planning
Select the target skill
Based on skills required
Common Core Standard / Anchor Standards
Determine Three Prong Approach
Environmental Supports / Modifications
Strategy to teach the specific skill(s)
Incentives / Data Charting

58. Three Prong Intervention
Environmental Modifications
Instructional Strategies
Incentive Systems

59. Plan the Three Prong Approach – Incentive Systems
Determine the incentive for the individual student (must be reinforcing to the student)
Determine the level of the incentive:
Verbal reinforcements
Physical tokens, points
Group incentives
Determine criteria for measuring progress

60. Teaching Executive Functioning Skills
Step 1: Describe the problem behavior and associated Executive Functioning Skill(s)
Step 2: Set a goal
Step 3: Establish a procedure or set of steps to reach the goal – checklists etc.
Step 4: Monitor the student following the procedure
Step 5: Evaluate and revise if needed
Step 6: Fade the monitoring & reinforce positive outcomes

61. Plan for a student and grade level standard.
Set Goal and Target.
Set up the Progress Monitoring Chart.

62. Implications Assess in the area of Executive Functioning
Develop IEP goals for Executive Functioning
Determine the Executive Functioning skills required for core standards aligned lessons
Build in pre-teaching of the Ex F skill
Build in reinforcement for the demonstration of the Executive Functioning skills

63. Digital Literacy & Technology

65. Louisiana Use of Technology to Support Pre-school Students

66. What’s a Conative Skill?
Motivation
Striving Instinct
Volition
Intention

67. Conative Skills or “Mental Toughness”
Resilience
Cultivating a growth mindset -”I’ll give it my best shot….”
Avoiding negative thinking
Taking various perspectives
Conflict resolution
Handling controversy

68. Looking Forward to Day 2 Instructional Shifts
Developing Standards Aligned IEP Goals and Objectives
Understanding the standards
Growth Mindset
Instructional Shifts
Universal Design for Learning
Executive Function Skills
Digital Literacy

69. Thank you!
Becky Wetzel