Core Content Connectors: Access to the Common

CoreState Standards for Students with Significant Cognitive Disabilities

College ReadyCareer Ready Access for All

Developed by:Linda Laverty, Instructional Technology Specialist, Retired

Kristy Hoot, InD Resource TeacherPalm Beach Co. Dept of Exceptional Student Education

National Center and State Collaborative (NCSC)Rationale

All SwSCD are presumed as competent learners of core content

Communication is the foundation for access to the CCSS for SwSCD

Post-secondary options for SwSCD

Core Content Connectors• Identify the most important grade level content for

students in Math and Reading/Language Arts.

• Prepare students for next grade and to reach the learning targets within the Common Core State Standards.

• The CCC’s are not “extensions” to the CCSS’s

GoalCommunication Competence

• All students have a communication system in place by Kindergarten and are able to gain and demonstrate knowledge using that communication device before they are assessed in the 3rd grade.

Graduated Understandings

•Concrete- concrete or hands-on learning that begins a student’s interactions with the grade level curriculum.

•Representational- associate meaning to symbols and print.

Coding System

Common Core State StandardsCCSS

MACC.K.G.1.3

Subject AreaMathematics Common Core

Grade Level

Domain

ClusterStandard

Core Content ConnectorsCCC

MACC.K.G.1.ccc3a

Standard

Core Content Connector

Essential Understandings

Solve or solve and check one- or two-step word problems requiring addition, subtraction, or multiplication with answers up to 100.Concrete:

Combine (+), decompose (-), and multiply (x) with concrete objects; use counting to get the answers.Match the action of combining with vocabulary (i.e., in all; altogether) or the action of decomposing with vocabulary (i.e., have left; take away; the difference) in a word problem.

Representation:Draw or use a representation of the word problem.Understand symbols: +, =, -, x.Add on or count back depending upon the words in the problem.

Standard 37 : Apply and extend previous understandings of arithmetic to algebraic expressions

CPALMS

• How to Access CPALMS• www.cpalms.org• Click on standards• Click on Access Points and CCC• Export documents as PDF files

http://www.cpalms.org/Standards/AccesspointSearch.aspx

Implications for Instruction in 2013-14

• The draft CCCs on CPALMS that have Essential Understandings have been identified as priority standards (targeted for assessment in 14-15).

• By comparing the CCCs and the EUs to the existing access points, teachers can see how instruction will be changing under the CCSS.

CCCs and Access Points:Understanding the Shift

• Core Content Connectors• Aligned to general

education standards• Build on increasing

levels of understanding from

• Concrete• Representational• Abstract

• Access Points• Aligned to general

education standards• Structured on various

levels of complexity• Participatory• Supported• independent

Access Points and CCCs: ExampleNCSSS/ Access Points

MA.3.A.2.4 Use models to represent equivalent fractions, including fractions greater than 1, and identify representations of equivalence.

Access Points

MA.3.A.2.In.a Represent half and whole using area and sets of objects.

MA.3.A.2.In.b Identify the relationship between half and whole.

MA.3.A.2.Su.a Recognize part and whole using area and sets of objects.

MA.3.A.2. Pa.a Recognize parts of whole objects and parts of sets of objects.

CCSS/ Core Content Connectors

MACC.3.NF.1 Understand a fraction 1/b as the quantity formed by the 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

Core Content Connector

MACC.3.NF.1.ccc.1d Identify the fraction that matches the presentation (rectangles and circles; halves, fourths, thirds, and eighths).

Concrete Understandings• Identify part and whole when item is divided.• Count the number of the parts selected. (3 of the

4 parts; have fraction present but not required to read ¾).

Representational• Understand how parts to whole can be expressed

as fractions using numbers.• Understand a fraction 1/b as the quantity formed

by 1 part when a whole is partitioned into b equal parts.

• Ability to recognize that the more equal parts, the smaller the part.

• Understand concepts, symbols, and vocabulary: numerator, denominator, _/_.

CCC: Future Developments

• Core Content Connectors and Essential Understandings will continue to be developed.

• Full implementation of Core Content Connectors in both Reading and Math to take place in 2014-15.

• Access points will continue to be used in science, social studies and other content areas.

Classroom Suite Preparing for Content Core Connectors

• Templates• Easily create activities in Language Arts and Math

• Phonemic awareness & Phonics• Vocabulary development• Whole number operations• Fractions • Decimals

Assessment

• Primary Skills Builder• Format of Assessment (3 choices)• Cloze activities• Sequencing• Word Problems

Accessibility

• Activities accessible through• Touch• Expanded keyboard• switches