An Introduction to LASSIsPart 1: Overview

Diane Browder, Ph.D. Caryn Allison, M.Ed.

Welcome to the LASSIs

The Least Dangerous Assumption (Donnellan, 1984)

We assume that students with the most significant

cognitive disabilities are competent and able to learn, and we support increased

educational opportunities in a range of learning

environments.

How to teach? What to teach?

HOW?WHAT?

t1

Slide 5

t1 my own flavortest, 9/20/2013

Grade 3 students: Grade 4 students: Grade 5 students: 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

CCCs CCCs CCCs 3.RL.h1 Answer questions related to the relationship between characters , setting, events, or conflicts (e.g., characters and events, characters and conflicts, setting and conflicts).

4.RL.i1 Refer to details and examples in a text when explaining what the text says explicitly.

5.RL.b1 Refer to details and examples in a text when explaining what the text says explicitly.

3.RL.i2 Answer questions (literal and inferential) and refer to text to support your answer.

4.RL.i2 Refer to details and examples in a text when drawing basic inferences about a story, poem, or drama.

5.RL.b2 Refer to specific text evidence to support inferences, interpretations, or conclusions.

3.RL.i3 Support inferences, opinions, and conclusions using evidence from the text including illustrations.

4.RL.k1 Use details and examples in a text when explaining the author’s purpose (e.g., what did the author use to scare you, surprise you?).

College and Career Readiness Anchor Standards for ReadingKey Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specifictextual evidence when writing or speaking to support conclusions drawn from the text.2. Determine central ideas or themes of a text and analyze their development; summarize the key supportingdetails and ideas.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Reading Standards for Literature

Learning Progressions Frameworks

Core Content ConnectorsCommon Core State Standards

Instructional Resource Guide

ContentModules

Curriculum Resource Guides

=Standards documents= Documents that promote teacher 

understanding of the content= Documents that promote instruction of 

the content

MS  Unit UDLs

Ele Unit UDLs

HS  Unit UDLs

MS MASSIs  

& LASSIs

Ele MASSIs 

&LASSIs

HS MASSIs 

&LASSIs

WHAT

 TO TEA

CHHOW TO TEA

CH

Graduated Understandings 

Instructional Families

Element Cards

SCHEMA for Common Core State Standards ResourcesNCSC Instructional Resources 

• Provides guidance for teaching the CCSS to students with the most significant cognitive disabilities

• Provides examples for differentiating instruction for a wide range of students in multiple grade levels

• Delineates the necessary skills and knowledge students need to acquire/mastery the content

Curriculum Resource Guide

Curriculum Resource Guides

What is included in CR Guide?

What is included in CR Guide?

What is included in CR Guide?

What is included in CR Guide?

What is included in CR Guide?

Learning Progressions Frameworks

Core Content ConnectorsCommon Core State Standards

Instructional Resource Guide

ContentModules

Curriculum Resource Guides

=Standards documents= Documents that promote teacher 

understanding of the content= Documents that promote instruction of 

the content

MS  Unit UDLs

Ele Unit UDLs

HS  Unit UDLs

MS MASSIs  

& LASSIs

Ele MASSIs 

&LASSIs

HS MASSIs 

&LASSIs

WHAT

 TO TEA

CHHOW TO TEA

CH

Graduated Understandings 

Instructional Families

Element Cards

SCHEMA for Common Core State Standards ResourcesNCSC Instructional Resources 

Instructional Resource

Guide

What is included in IR Guide?

• Overview of Systematic Instruction• Importance of Finding a Response Mode• Explanation of Instructional Strategies and “how to”• Provides sample script for math and ELA skill for each 

instructional strategy• Troubleshooting Q&A

– Constant Time Delay (CTD)– System of Least Prompts– Model, Lead, Test – Example/Non‐example Training– Read Aloud 

Sample Script(System of Least Prompts)

Learning Progressions Frameworks

Core Content ConnectorsCommon Core State Standards

Instructional Resource Guide

ContentModules

Curriculum Resource Guides

=Standards documents= Documents that promote teacher 

understanding of the content= Documents that promote instruction of 

the content

MS  Unit UDLs

Ele Unit UDLs

HS  Unit UDLs

MS MASSIs  

& LASSIs

Ele MASSIs 

&LASSIs

HS MASSIs 

&LASSIs

WHAT

 TO TEA

CHHOW TO TEA

CH

Graduated Understandings 

Instructional Families

Element Cards

SCHEMA for Common Core State Standards ResourcesNCSC Instructional Resources 

Read Aloud Methodologies for Students with Significant Cognitive

Disabilities

Diane Browder

Origins in Early Literacy

• Interactive storybook reading

– A What Works Clearinghouse evidence-based practice

• Has been applied with students with disabilities

Adapted for Older Students with Disabilities

• Story-based lessons

–Using adapted text

–Task analysis for steps to participate in the lesson

Adapted Text

• Purchase and read the original text– Expose students to the author’s original tone and rich language 

for a high quality literary experience• Use original text when possible

– Use some original text readings even when using adapted text • Use summaries of chapter books 

– Text complexity increases with grade bands• Use both literature and informational text from the 

students’ assigned grade level• Do not automatically use picture supports

– Students may be able to work from with simple illustration or text alone

Access to Text

• Special education teacher 

• Peer who is nondisabled 

• Print to speech technology

• General education teacher may pose some comprehension questions

Higher Expectations for Outcomes

College, Career, and Community Readiness

Thank you for your interest

in the LASSIs!