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Slide notes: Welcome to the National Center and State Collaborative Community of Practice Webinar. The goal of the NCSC project is to ensure that students with a significant cognitive disability achieve increasingly higher academic outcomes and leave high school ready for post-secondary options.
This presentation is the first of two webinars that focuses on the Curriculum and Instructional Resource called the “Graduated Understandings”. The Graduated Understandings begin to bridge the “what” to teach and the “how” to teach and consists of two components: Instructional Families and Element Cards. This presentation will focus on the Instructional Families.
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Slide notes: If you have not yet had time to prepare for the webinar, please take few minutes to gather materials.
If you like to follow along with a print out of the speaker notes, make sure you have your copy ready.
Be sure you have downloaded the Charts of Instructional families. It would be helpful to print out a copy of the Patterns, Relations and Functions (PRF) Charts of Instructional families and have them readily available, as we will review those specifically.
Pause if you need more time to prepare. Hit pause again to start the training when you are ready.
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Slide notes: This instructional triangle is used as the framework for all webinars. Each component of the triangle (curriculum, instruction and assessment) informs each of the other components, which are all directed toward the goal of College, Career and Community readiness. In order for any student to benefit from challenging curriculum and high quality instruction, he or she has to be able to communicate what he or she knows and can do. Therefore, Communicative Competence is the base.
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Slide notes: This presentation is considered a draft. In keeping with the project’s goal to provide quality instructional resources, feedback on the presentation and materials is welcomed and valued. Any feedback will be used to make improvements to these resources
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Slide notes: There are three goals for this webinar. First, we will review what we already know about the “What to Teach” in the NCSC resources. Then we will discuss the structure and content of the Graduated Understandings and finally, we will discuss the purpose and content of the Instructional Families and how they may be used by teachers to support instructional planning.
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Slide notes: Let's review the instructional resources schema, which defines the “what” and “how” to teach when planning instruction on academic content for students with a significant cognitive disability.
We will look at the purple band, which describes the “what to teach”, as a more detailed review in the next several slides.
The pink band provides instructional tools to support the “how” to teach this content. We will be introduced to these tools, beginning with the Element Cards in our next webinar.
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Slide notes: NCSC promotes student involvement in the content already determined by the Common Core State Standards, thereby promoting the goal of providing a full educational opportunity to ALL students.
So, the challenge ahead is to make the content personally relevant and accessible to each student.
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Slide notes: As discussed in our previous webinar, the Learning Progressions Frameworks give us the educational logic to help move all students along with their peers in a coherent, educationally sound way.
The strands found within the Learning Progressions Frameworks provide a context for discussing the knowledge, skills, and abilities that constitute mathematical proficiency.
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Slide notes: The Core Content Connectors were developed to help promote a way inwhich students can engage in the CCSS while following the learning progressions and they identify the most salient grade-level, core academic content in mathematics.
It is important to note that the core content connectors are NOT ‘extensions’ to the Common Core, but rather illustrate the necessary, core, knowledge and skills students need at each grade to promote success in the next grade and to reach the learning targets within the Common Core State Standards.
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Slide notes: Successful engagement with the content described or identified by the Core Content Connectors,…
…builds on aligned Graduated Understandings.
The Graduated Understandings are a structure that houses the Instructional Families and element cards, which were developed to help teachers plan instruction designed to move students in a logical progression toward increased proficiency of the CCCs, and therefore CCSS. The components of the GU help bridge the “what” and “how” of the instructional resources.
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Slide notes: As noted in the previous slide, the Graduated Understandings begin to bridge the What and HOW. The Instructional families better organize the what and the element cards then help us think about “how” to engage students in the CCSS through the Instructional Families.
In this webinar, we will finalize our understanding of the “What” by delving into the Instructional Families.
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Slide notes: Instructional Families are grouped, based on the strands of the Learning Progressions, to provide a structure that articulates emphasized content within and across grades in mathematics. The Core Content Connectors (grade- specific knowledge, skills and abilities) are organized into Instructional Families based on the content students are expected learn in each of the mathematical strands, using Webb's framework to articulate big ideas and realted instructional content.
The Instructional Families provide educators with easily interpreted visual representations of the areas of curricular emphasis within and across grades. We will take a look at three unique, but related views of the families
a View of Learning Targets and Families across Grades
a View of Learning Targets, Families, and CCCs by Grade-band
a View by Instructional Families, Learning Progressions Frameworks, and the Domains of the Common Core State Standard
– each with a specified purpose and use through the strand of Patterns, Relations and functions.
You may want to have a hard copy of the Mathematics Instructional Families for patterns, Relations and Functions as we go through the next several slides.
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Slide notes: The first view of the instructional families illustrate the distribution and changes in emphasis of the core content, knowledge and skills that students with a significant cognitive disability are expected to learn at each grade to promote success in the next grade.
This sample view of Patterns, Relations and Functions, a strand from the LPF, shows the distribution and emphasis of four instructional families and the number of related Core Content Connectors for kindergarten through high school. For example, in the PRF Instructional Family of Representing and Modeling Problems, there are 10 Core Content Connectors across the grades that address that concept. For the instructional family of “Describing and extending patterns: there are 18 Core Content Connectors, for the instructional family of :Problem Solving and Using Variables, there are 13 CCCs and for Proportional Relationships and graphing, there are 27 CCCs.
This view also connects the learning targets of the Learning Progressions Frameworks to the distribution of the Instructional Families and Core Content Connectors. You may remember from our previous webinar that the Learning Targets become more sophisticated as you move up through the grades, so you will notice that the emphasis in the distribution of instructional families - changes as well.
This view of “Learning Targets and Families across Grades” helps to see “overlaps” of instructional families across the grades and is intended to help plan instruction that addresses related content for different students within the same lesson, within and across instructional families and grades.
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Slide notes: The next view of the Instructional Families takes this distribution apart by grade band and inserts the specific Core Content Connector information.
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Slide notes: This view presents the Learning Targets (animation), the instructional families(animation), a