1. Instructional Practices in Preparation for NCSC AssessmentInstructional Practices in Preparation for NCSC Assessment Jill Omer, Speech, Language, and Autism CoordinatorJill Omer, Speech, Language, and Autism Coordinator Alison Gauld, Behavior and Low Incidence CoordinatorAlison Gauld, Behavior and Low Incidence Coordinator

2. High Expectations, Not Impossible Ones Video of self-advocate 2

3. College Career Community Curriculum Common Standards Core Content Connectors Graduated Understandings Curriculum Common Standards Core Content Connectors Graduated Understandings Instruction Grade-level Lessons Accommodations Systematic Instruction Instruction Grade-level Lessons Accommodations Systematic Instruction Assessment Formative Interim Summative Assessment Formative Interim Summative 3 Communicative Competence

4. 4 NCSC Communicative Competence Goal All students have a communication system in place by Kindergarten and are able to gain and demonstrate knowledge using that communication system NCSC Communicative Competence Goal All students have a communication system in place by Kindergarten and are able to gain and demonstrate knowledge using that communication system

5. Communication Overview  Intent, Mode, Partner(s)  Focus on communicating, not just being verbal.  Focus on initiating and protesting, not just answering questions/requesting.  All communication systems must be with the STUDENT at all times  Meet the student where he or she is, with regard to communication level. Teach students the vocabulary needed to use their communication systems. 5

6. Communication Review Communication, regardless of age is a developmental process that follows a continuum of stages: 1. Pre-communicative 2. Communicative 3. Linguistic 4. Conversational 6

7. Scripted Lessons Comprehensive and well-planned lessons include: Introduction A Problem/Skill to Explore Instruction, including Modeling and/or Demonstration Student Exploration and Practice Assessment to Determine Student Understanding Student deficit skills must also be considered in the planning of the lesson, beginning with communication competence 7

8. Scripted Lessons cont. A Few Benefits of a Scripted Lesson format: 1. Guides instructor to include the elements of a lesson 2. Systematically plans increasing understanding and depth of thinking for the student(s) 3. Creates a “habit” of instructional delivery 4. Provides a “routine” for students 5. Provides a model for paraprofessionals or other school personnel supporting the student’s learning 8

9. NCSC Provided MASSI/LASSI  The NCSC Assessment tool provides teachers a variety of support materials including the Math Scripted Systematic Instruction (MASSI) and Language Arts Systematic Scripted Instruction (LASSI) examples  There are not sufficient examples to build an entire core curriculum. They are intended to guide you in creating instruction within your school and classroom 9

10. Breaking Down a Standard  All students can and should participate in grade level core instruction.  Core instruction is defined by the standards in ELA and math.  All teachers, general education and special education, must break down the standards.  When breaking down a standard, critically examine the smaller, requisite skills a student must understand in order to achieve mastery of the rich, rigorous standard.  Breaking down the standards assists in the development of daily core instruction lessons that IEP goals and objectives can later be woven into or support. 10

11. Breaking Down a Standard Modeled by the facilitator 11

12. Developing a MASSI/LASSI 12

13. Learner Profile Your Learner Characteristics Profile will be determined by selecting from each of the 5 bags: 1. Stage of Communication (Pre-communicative, Communicative, Linguistic, Conversational) 2. English Language Arts or Math 3. Student’s current academic level (Significantly below grade level—Tier 1, Moderately below grade level—Tier 2, Mildly below grade level—Tier 3) 4. Visual impairment or no visual impairment 5. Gross and fine motor skills (significantly impacted, moderately impacted, average skills/mildly impacted) 13

14. Developing the Lesson Your small group will develop a comprehensive scripted lesson for the student defined by the randomly selected Learner Profile characteristics The group can decide the grade level and standard(s) within the selected content area for the lesson Once the standard(s) is selected, your first step will be to break down that standard The lesson must include: All the elements of a lesson A script A communication plan for the student to be an active and engaged learner 14

15. Share Your Lessons 15

16. Lunch On Your Own 16

17. Communication Competence  Why use visuals? Auditory information is transient and abstract (once spoken, it is gone) Visual information is permanent and more representative (it can be repeatedly viewed) It does not matter if a student is verbal or nonverbal – visual strategies help to enhance understanding for students at all levels  Visuals: Mode of communication Show how language works/facilitate development of grammar Aid in word retrieval Connect meaning between objects/actions and their referents Ease transitions Outline behavioral expectations Explain social situations and “rules” 17

18. Visual supports  Body language (gestures)  Traditional tools for organization/giving information Calendars, schedules, maps  Natural environmental cues Signs, labels, menus, directions on packages  Specially designed tools to meet specific needs Social scripts, choice boards, topic boards, reinforcement strips 18

19. Visual Symbols Hierarchy Small group activity 19

20. Nobody’s Perfect Video of first Don’t Limit Me 20

21. Scaffolding a Lesson Students within a grade level are a heterogeneous group No matter which setting the core instruction is taking place, the lesson must include differentiation and/or scaffolding in order for all students to access and participate within the curriculum Scaffolding and differentiation are powerful strategies in instruction within any setting, content, or grade 21

22. Scaffolding Your Lesson  You will now select two new profile characteristics to guide the scaffolding of your lesson – One level up or one level down in academics – One level up or one level down in communication  Use your previously written lesson and modify it for your new Learner Profile  Chart for the group what changes were needed to scaffold for this student 22

23. Share Out 23

24. Questions 24

25. Next Steps  NCSC is being given to students in other states by May 2015.  After the first operational test, there will be more information released from NCSC that will be used by Lori Nixon to create the next training series.  The training Lori will provide in the 2015-2016 school year will focus on: How to enter the Learner Characteristics Profile How to administer the assessment Using accommodations and modifications within the NCSC assessment 25

26. Next Steps  Support as you work to incorporate standards based core instruction into each student’s day, wherever that instruction may occur can be found through the: NCSC Blueprint http://ncscpartners.org/Media/Default/PDFs/Resources/NCSC- Operational-Test-Blueprint-12-10-14.pdf http://ncscpartners.org/Media/Default/PDFs/Resources/NCSC- Operational-Test-Blueprint-12-10-14.pdf Or Goggle “NCSC Blueprint”, the link to the operational blueprint on the wiki will come up in the search 26

27. Alison Gauld, Behavior and Low Incidence Coordinator Alison.Gauld@tn.gov Jill Omer Speech, Language and Autism Coordinator Jill.Omer@tn.gov Lori Nixon Director, Assessment Design Lori.Nixon@tn.gov 27