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Common Core Standards Support All

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Zachary Smith

on 24 June 2016

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Transcript of Common Core Standards Support All

Universal Design For Learning
"College and Career Ready"
Academics are Now Functional
Representing Concepts with concrete and visual supports helps everyone!
Concrete Supports Conceptual Understanding
Businesses and Colleges started coming to education with concerns about a lack of transferable skills
Focus is Conceptual Understanding
Focus on Critical Sequential Skills
Reading Foundational Skills
Reading Informational Text
Reading Literature
ELA Standards Utilize a Progression
Mathematical Practice Standards

Standards for Math focus Practices
The
How
of Learning
Using Common Core to Support Everyone
Zach Smith
zachary_smith@sanger.k12.ca.us
Sanger Unified, SDC Teacher
District UDL Lead

Goal:
For folks connected to special education to see their skills and experience as well as their students' uniqueness as a commodity for supporting all in common core.

What the Standards bring to the table.
Thurlow, M., Common Core State Standards: Implications for Students with Disabilities [PDF document]. Retrieved from Lecture Notes Online Web site:

http://www.ncscpartners.org/Media/Default/PDFs/Resources/Thurlow-CCSS-SWD-8-2011.pdf
Brown, K., Special Education Assessment Update [PDF document]. Retrieved from
Lecture Notes Online Web site:

http://www.cde.ca.gov/sp/se/cc/documents/acsepresentmay2013.pdf

Thurlow, 2011

Universal Design For Learning
What does "college and career ready" really mean?
Ability to apply understandings to real life situations

Ability to generalize concepts to multiple areas of life
skills that matter
Kindergarten:
First Grade:
Second Grade:
Third Grade:
Fourth Grade:
Fifth Grade:
Sixth Grade:
We have always had to have a "real world perspective"
CCSS.ELA-LITERACY.RI.K.1
With prompting and support, ask and answer questions about key details in a text.
Key Ideas and Details
CCSS.ELA-LITERACY.RI.1.1
Ask and answer questions about key details in a text.
Key Ideas and Details
CCSS.ELA-LITERACY.RI.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Key Ideas and Details
Key Ideas and Details
Key Ideas and Details
Key Ideas and Details
Key Ideas and Details
CCSS.ELA-LITERACY.RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RI.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RI.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Reading Informational Text
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Standard 1
Make sense of problems and persevere in solving them.
Standard 2
Reason abstractly and quantitatively
.
Standard 3
Construct viable arguments and critique the reasoning of others.
Standard 4
Model with mathematics.
Standard 5
Use appropriate tools strategically.
Standard 6
Attend to precision.
Standard 7
Look for and make use of structure.
Standard 8
Look for and express regularity in repeated reasoning.
= 3
Conceptual Understanding of math
Positive Foundations
5 x 2 = 10
All Multiplication!!
Sequencing
Cause and Effect
Measurement
Counting
Geometry
Main Idea
Left & Right
Addition
Subtraction
Some Core Foundations of UDL

Embrace Variability
Context Matters
Clear Goals, Loose Means
UDL Principles:
Find Multiple Means of .....
Our students' support needs make our systems better when we include them.
http://www.bespokeinnovations.com/
http://bit.ly/1O3R33K
What the Standards
bring to the table

What Special Education
could bring to the table

What Special Education could bring to the table
Inferencing
http://www.udlcenter.org/aboutudl/take_a_tour_udl
The
Why
of Learning
Engagement
Strategies for motivating, challenging, and generating interest so students
WANT
to learn
Representation
The
What
of Learning
Strategies for how to present information so that learners experience and categorize it in different ways.
http://bit.ly/1kOa73K
Bespoke Innovations
The situations a person is placed in matter just as much as the skills the person comes with.
Outdoors
Writing
Public Speaking
School
Reading
Community
We all have a jagged learning profile
Todd Rose, The Myth of Average
http://bit.ly/1exwYN3
Expression
Strategies that allow students to devise and execute plans for showing their understanding
www.cast.org
www.cast.org
www.cast.org
Helpful Links for the Guidelines
http://www.udlcenter.org/aboutudl/udlguidelines
Detailed Breakdown of the UDL Principles, Guidelines, and Checkpoints
http://www.cast.org/our-work/learning-tools.html#.VjA3Ba6rSuU
An exhaustive list of support tools for the implementation of UDL
A free digital textbook that is universally designed (embedded videos, literacy tools, dictionaries, text to speech) explaining UDL in detail
http://udltheorypractice.cast.org/login
4th Grade 4.NBT.3
Students will use place value understanding to round multi-digit whole numbers to any place.
This student did a showme presentation on an ipad
This student drew out each problem on a large poster
This student answered each problem in a journal
This student used base ten blocks to solve the problems they were given
This student solved the problems with a numberline
Who
What
Where
When
Why
Who
What
Where
When
Why
citation
citation
citation
citation
citation
Who
What
Where
When
Why
citation
citation
citation
citation
citation
Inferencing
Inferencing
Inferencing
Inferencing
Inferencing
Who
What
Where
When
Why
citation
citation
citation
citation
citation
Inferencing
Inferencing
Inferencing
Inferencing
Inferencing
"Quotations"
"Quotations"
"Quotations"
"Quotations"
"Quotations"
Who
What
Where
When
Why
citation
citation
citation
citation
citation
Inferencing
Inferencing
Inferencing
Inferencing
Inferencing
"Quotations"
"Quotations"
"Quotations"
"Quotations"
"Quotations"
Deeper Levels
Brown,2013
Reflection Questions
Set 1
In what ways was this helpful in framing your thinking on common core?
What are some practical ways you can better support students in common core based on what we have discussed so far?
Reflection Questions
Set 2
In what ways have you felt empowered by today's session?
List 3 practical strategies you are going to implement or learn more about based on this session.
What area of Universal Design for Learning most interests you to investigate further?
Ways to Communicate
Twitter
#SPEDrocksCCSS
http://padlet.com/zachary_smith3/ftx7myage6qh
Padlet
Edmodo
zcdxi3
Group Code
Poster Pad
or Paper

Just write it down or draw it out somewhere!
Stanley Litow, Vice President of IBM's Corporate Citizenship and Corporate Affairs
@zsmithflyfisher
Full transcript