si paula 2014 conference handout

Paula [email protected]

Sara Kempler [email protected]

June 2014 Summer InstituteUsing the Common Core Successfully through a Multi-Sensory Approach to

Literacy

Introduction

What are the Common Core Standards?• a set of common goals and expectations• for students K – 12• in preparation for success in college and/or the workplace• research, evidence-based and internationally benchmarked • voluntarily adopted by Maryland, 44 other states and the District of Columbia

Application to Students with Disabilities (www.corestandards.org)“The Common Core State Standards articulate rigorous grade-level expectations in the areas of mathematics and English language arts. These standards identify the knowledge and skills students need in order to be successful in college and careers.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.

These common standards provide an historic opportunity to improve access to rigorous academic content standards for students with disabilities. The continued development of understanding about research-based instructional practices and a focus on their effective implementation will help improve access to mathematics and English language arts (ELA) standards for all students, including those with disabilities.

Students with disabilities are a heterogeneous group with one common characteristic: the presence of disabling conditions that significantly hinder their abilities tobenefit from general education (IDEA 34 CFR§300.39, 2004).

Therefore, how these high standards are taught and assessed is of the utmost importance in reaching this diverse group of students.

In order for students with disabilities to meet high academic standards and to fully demonstrate their conceptual and procedural knowledge and skills in mathematics, reading, writing, speaking and listening(English language arts), their instruction must incorporate supports and accommodations, including:

• supports and related services designed to meet the unique needs of these students and to enable their access to the general education curriculum (IDEA 34 CFR §300.34, 2004)

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mailto:[email protected]

http://www.corestandards.org/



• an Individualized Education Program (IEP) which includes annual goals aligned with and chosen to facilitate their attainment of grade-level academic standards

• teachers and specialized instructional support personnel who are prepared and qualified to deliver high-quality, evidence-based, individualized instruction and support services

Promoting a culture of high expectations for all students is a fundamental goal of the Common Core State Standards. In order to participate with success in the general curriculum, students with disabilities, as appropriate, may be provided additional supports and services, such as:

• Instructional supports for learning ― based on the principles of Universal Design for Learning ― which foster student engagement by presenting information in multiple ways and allowing for diverse avenues of action and expression• Instructional accommodations ― changes in materials or procedures ― which do not change the standards but allow students to learn within the framework of the Common Core• Assistive technology devices and services to ensure access to the general education curriculum and the Common Core State Standards

Some students with the most significant cognitive disabilities will require substantial supports and accommodations to have meaningful access to certain standards in both instruction and assessment, based on their communication and academic needs. These supports and accommodations should ensure that studentsreceive access to multiple means of learning and opportunities to demonstrate knowledge, but retain the rigor and high expectations of the Common Core State Standards.”

Furthermore…“While the standards set grade-specific goals, they do not define HOW the standards should be taught or WHICH MATERIALS should be used. States and districts recognize there will need to be a WIDE RANGE of SUPPORTS in place to ensure that all students, including those with special needs, can master the standards…”

What does this mean for our student population of special needs?Teachers and other direct care staff need to be

• flexible• creative• proactive

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• willing to learn and use new strategies and evidence-based practices

It means…we as educators need to • raise the bar for our students and have higher expectations• respect and regard our students as unique individuals• allow extra processing time and encourage active participation• try anything and everything to gain their attention and keep their interests

Universal Design for Learning (UDL)• addresses and reduces the primary barrier in learning environments --- that is, the inflexible “one-size-fits-all” curricula• provides flexibility in goals, methods, materials and assessment to meet the needs of all learners• includes 3 primary principles

Principle 1: Provide multiple means of Representation =to present information and content in different ways

Principle 2: Provide multiple means of Action and Expression =to differentiate the ways students can express themselves

Principle 3: Provide multiple means of Engagement =to stimulate their intrest and motivation for learning

Instructional Accommodations• scheduling - give student extra time to process, respond + complete tasks• setting - have student work in small group, with a partner or one-to-one with educator• student response - allow student to respond orally/use voice output device, computer, stickers, markers, “yes no” gestures/pointing, etc.• materials - provide student with visible written/pictured directions, teacher notes or taped information• instruction - break task up into smaller parts + shorter steps to encourage student participation

Assistive Technology• adapted computer work stations (special needs software, electronic storybooks, adaptive keyboard, touch screen)• environmental control units + adaptive switches (switch adapted toys/appliances)• augmentative communication (vods, iPads)

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Examples of assistive technology.

Common Core Standards are divided into 2 major subjectsMathematics and English Language Arts (ELA)

Mathematics • greater focus on fewer topics• linking topics across grades• building on foundations from previvous year

English Language Arts (ELA)• building knowledge through content-rich nonfiction• immersing students in information about the world around them• focus on reading, writing, speaking and listening within all subjects (literacy)

What does Literacy mean for children with visual or multiple disabilities?Literacy is more than just reading and writing print or braille. According to a definition by Wright (1997), literacy is an integrated process which encompasses "proficiency in understanding and using written as well as spoken language as a reader, writer, speaker and listener." With this broader focus on language, literacy includes recognizing objects, pictures or other symbols, and using them to communicate. Making choices, anticipating events, following simple recipes, creating or "reading" lists, and other forms of self-expression are all a part of functional literacy.

Who are my students?• Assessment reviews (Learning Media Assessment, Psychological, etc)• IEP reviews• Consultations w/ previous teachers/staff• Informal checklists/observations

All give insight into their learning styles, their modes of communication, access, handicapping conditions, strengths, motivations and interests.

What accommodations will they need to access the Common Core curriculum? 4




• Vision• Hearing• Motor

Vision Accommodations• Use of contrast• Visual aids• Lighting and bright colors• Braille, raised outlines, tactile graphics

Hearing Accommodations • Preferential seating • Touch cues and hand-under-hand presentation • Tactile identifiers • FM systems and vibration

Motor Accommodations• Opportunities for active participation• Monitoring of fatigue to determine best time of day• Proper seating and accessibility • Adjustable height tables

Program Structure• Emotional Structure• Physical Structure• Lesson Structure

Emotional Structure• Clear expectations, routines, routines within routines such as what happens first, second, third offer consistency and predictability• Schedule/calendar systems teach anticipation, sequence and completion• Individual cubbies and separate work spaces provide a sense of self and organization

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Daily morning meeting reading group has routine within routine.Example First “Name”, Second “Calendar”, Third “Book”.Example of object picture symbol schedule systems.Organized work spaces are set up in left-to-right progression.

Vital to Emotional Structure are trained paraprofessionals, such as interveners for students with deafblindness. They instill trust and develop bonds, provide communication and information, access to the environment and incidental learning.MSB has the largest group of nationally certified interveners in the state of Maryland.

Physical Structure• Consistent physical set-up of classroom furniture, individual and group work areas provide room familiarization• Landmarks, environmental cues and textured signs (labels) of learning centers teach orientation and mobility

Examples of room familiarization and labels for learning centers.

Lesson Structure • Lesson and activity planning considers prior knowledge, use of repetition, need for extra processing and response time• Unit planning is a group effort with the entire student team• Therapies are integrated into class lessons

Prior knowledge from previous unit reinforced in next unit.Student Team meets monthly to plan lessons, create materials and share ideas.Main theme is chosen from core curriculum outcomes.Example of weekly integrated therapy.

How do we turn this pile of random materials into this organized presentation of literacy activities?

Adapting literacy materials• Students should have their own individual book• Teacher-generated• Presented electronically• Downloaded off educational sharing websites• Copied and texturized to student learning style

Informational text is taken from grade level textbooks and other resources, then back-mapped to student level.Considerations for adapting books are simplified text, large print, use of photographs, simple graphics, high contrast and clear crisp background.Content in book is broken down into main topics + key vocabulary w/ 1 topic per page.

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Pages can be laminated and easily bound using binder rings. Use a single texture to highlight a single feature on each page.Individual communication device can be programmed with adapted book. Investigate other resources such as Boardmaker Share or Boardmaker Achieve, Unique Learning System (ULS) and News-2-you.

Creating literacy bins• Literacy bins hold real objects or tactile representations of the main idea, concepts and vocabulary being taught• Each student should have their own literacy bin that reflects their learning style • Include large print, Braille or textured word cards on tilt boards for visual contrast and accessibility

Each vocabulary word has a concrete object as a form of multi-sensory input.Real objects were used for exploration during Plant Cycle unit.Velcro sensitive tiltboards offer color contrast.Word cards are differentiated by learning style of each student.Props used should also be based on learning style and accessibility.Example of word cards and props per page.Labels for communication devices match main topic or vocabulary word for each page.Adapted books, props and word cards are kept in each student’s literacy bin along with their communication device, switches and contrast/tiltboard.

Developing learning centers • Learning centers support the curriculum theme by adding multi-sensory extension activities• Core areas of Reading or ELA, Math, Science and Social Studies should be available• Other learning centers might be Vision, Computer, Music

Students rotate through hands-on learning stations to reinforce monthly concepts and vocabulary.

Reading/ELA Center• Tactile Word Wall offers literacy review, pulls on prior knowledge for future units• Repeated exposure to vocabulary words and topics• Braille exposure and tracking left-to-right• Letter recognition• Writing exercises • Language cardmasters offer repetition and promote student participation

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Math Center • Main vocabulary reinforced in math manipulatives such as textured numberlines• Fractions• Concepts “same” and “different”• Tools for measurement and weight• Plant growth recorded on textured graphs using wiki stix • Making “Carrot Patch Cookies” reinforces thematic unit• Picture recipe on personal communication device

Science Center• Exploration and discovery of different type of seeds • Compensatory tools such as trays, magnifiers and vocabulary models presented in high contrast colored bins• Complex concepts such as Photosynthesis represented through objects• Hands-on multi-sensory activities• Experiment investigating different types of soil and how well they absorb water• Use of assistive technology promotes student engagement, active participation in experiments• Opportunities to make predictions, observations and conclusions, gather data and analysis• Student responsibility of classroom pet

Social Studies Center• Student made textured map of Maryland• Prevalent crops of each Maryland region• Discover the world on APH globe• Voyage of Plastiki• Talking educational materials

Vision CenterComputer/Technology CenterMusic Center

Teach in natural settings whenever possible• Outdoor garden, greenhouse• Kitchen, bedroom, dormitory• Career ed settings, workshop, re-cycling areas• Community-based instruction• Grocery shopping in neighborhood• “Normal” childhood experiences (movies, etc)

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Example of greenhouse setting.Student signs “flower” after finding one outside at school greenhouse. This was a vocabulary word learned during the Plant Cycle unit. Student signing “sun” as functional application and carry-over into “real” world.Community-based instruction reinforces the unit.Trip to farm as they explored and learned “What kind of seed, crop or grain do farm animals eat?”Example of how to use content from previous lessons for Alt-MSA.

ResourcesMaryland College and Career-Ready Standards www.marylandpublicschools.org/MSDE/programs/ccss

Applications to Students with Disabilities www.corestandards.org

CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA.

Success for All Foundation (2012) www.successforall.org/commoncore

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http://www.successforall.org/commoncore

http://www.corestandards.org/

http://www.marylandpublicschools.org/MSDE/programs/ccss

si paula 2014 conference handout

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