PaTTAN
1/12/2018
Alternate Eligible Content:
Advanced Essentialization Winter Series 2018
Making Alternate Eligible Content Meaningful for Students with the Most Significant Cognitive Disabilities
PaTTAN’s Mission
The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services.
1
1/12/2018
PDE’s Commitment to Least Restrictive Environment (LRE)
Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment.
Today’s Outcomes
Understanding the AEC Least Complex Content Targets
Communication
Meaningfulness
• Identify how a student communicates • How do they take information In • How do they share information out
• Identify how to think about relevance of the AEC for individual students • Use the AEC ‘intents’
Thinking in Concepts • Use the essentialization process and examples • Reduce the learning to broad concepts
2
1/12/2018
Today’s Outcomes
Understanding the AEC Least Complex Content Targets
Resources • Identify resources for reducing the depth and breadth further • Still stay aligned • Continue to make the content relevant
ALL Students are Learners
3
1/12/2018
Communication and Learning
What does communication mean? Communication Know why and when to communicate
Basic Understanding Development
Communication is an exchange
If needed, shape communication responses - Look for patterns - Might not be conventional
Jacqueline F. Kearns, Ed.D https://learn.hdi.uky.edu/product/ncsc‐communication‐toolkit/
4
1/12/2018
How do your students communicate? How they show what they know?
Noises Intentional and unintentional
How do your students take information in? Teacher Tips
Use language already familiar/common for the student Consider concept learning vs. vocabulary acquisition Don’t teach more words than they need to learn the concept Change your language to meet their language
5
1/12/2018
How do your students take information in? Teacher Tips
Consider the words that come up most often with the conceptual learning of the AEC as most important to emphasize (concepts of more, same, different, description words, put together, take away, etc.) Consider using supports to ensure comprehension (object, gestural, aural, physical, picture, etc.)
Additional Teacher Tips for Sharing Information
Think about how questions/directives are phrased
Teacher Tips
6
1/12/2018
Additional Teacher Tips for Sharing Information Find a word/prompt that works best for your student ‘Show me more’ ‘Find’ ‘What, When’: direct questions ‘Why, How’: inferencing skill
Teacher Tips
Meaningfulness and Learning What makes content meaningful for your student? Interests
Prior Knowledge
Student
Familiar Topics
Relevant Context
7
1/12/2018
Thinking in Concepts
Math
8
1/12/2018
Meaningfulness and Learning Resource: Math AEC Across the Grades with Intent
Could using a graph be considered interpreting (making sense of…) provided information such as something touched, viewed or heard? Would this be meaningful for your student? In what ways could this positively impact your student now and in the future?
Examine the Intent of the AEC first Resource: Math AEC Across the Grades with Intent
Concept: Interpreting something provided in a graph/chart form that the student sees or touches (in this case a greatly modified graph) to answer a modified question Consider: Student’s Interest Familiar Topics Relevant Context Prior Knowledge
KNOW: data DO: answer question CONTEXT: a pictograph, line plot or bar graph Reduce Complexity: Essentialize KNOW: something about what is in the graph/plot DO: touch and select from choices (teacher can model) from a teacher directive/question CONTEXT: a simple chart with pictures/objects familiar, relevant to student/prior knowledge
9
1/12/2018
Sample Content Target: Use a simple chart to touch and select an answer related to the chart when given a question or directive (such as find, show me). Consider the Student: • Student’s Interest : Things that move • Familiar Topics: Responds to vehicles (objects and sometimes pictures) • Relevant Context: Rides the bus almost everyday to school • Prior Knowledge: Calendar from exposure in classroom, Mom’s car and school bus, has some experience with 1 and 2 quantities, same/different
How many times did you ride the bus on Tuesday? Or Show me bus and Tuesday?
10
1/12/2018
Across the Grades: What could this look like?
Similar or same student, same interests, relevance and familiar topic as well as prior knowledge
If Day 1 is a Monday, do these graphs show the same information? Or, say, same? Yes or No
Use the pieces to reproduce the information in the top graph using the number line. Make same. Give these:
11
1/12/2018
Similar or same student, same interests, relevance and familiar topic as well as prior knowledge
Did you ride the bus more on Day 3 or Day 4? Show me more (teacher models). Show me same
Similar or same student, same interests, relevance and familiar topic as well as prior knowledge
On day 2, did you ride in a bus more or in a car more? Or, Show me more on Day 2
12
1/12/2018
Essentialized Example Show me the plant that is bigger on Friday. Resource Essentialized Examples
A
B
A
B
Another Math Example CC.2.2.HSD7a Translate a real-world problem into a one-variable equation Intent: Take a real-world situation and represent it as an equation using numbers/quantities • Could defining what is the problem (of interest to the student) be meaningful for your student? • In what ways could this positively impact your student now and in the future?
13
1/12/2018
Meaningful and Learning Consider the student:
Student’s Interest: Comics, superheroes Familiar Topics: The Flash, Supergirl Relevant Context: TV show, time Prior Knowledge: Has some understanding of basic quantities of one and two, through communication with the family,we know the student loves to watch ‘The Flash’ every week. (1 hour show)
KNOW: Problem, Equation DO: Translate, into CONTEXT: Real‐world, One variable Essentialize, Reduce Complexity Know: Familiar and simple problem (add or subtract based on student prior knowledge, Equation will use no more than quantities of two Do: Select from choices that are represented in a way that makes sense to the student (representative of quantities) Context: Problem is relevant to student, missing variable will be the solution to the problem as opposed to in the middle
Sample Content Target: Using a relevant problem, amounts no greater than 2 and the missing variable as the solution, select a statement that represents the problem
14
1/12/2018
Problem:
You watch The Flash for 2 hours (or 2 times ) each week. This week 1 hour or (1 time) it is not on. How many times will you watch Flash? Show me the problem.
1 hour
2 hours
1 hour
x
1 hour
x
ELA Reading
15
1/12/2018
Meaningfulness and Learning Grade 11 ELA Literature
Resource: ELA AEC Across the Grades with Intent
Could finding things that are the same and different of a familiar story or topic presented in several entertaining ways potentially raise an awareness level for your student? Would this be meaningful for your student? In what ways could this positively impact your student now and in the future?
Thinking in Concepts
16
1/12/2018
Examine the Intent of the AEC first
Resource: ELA AEC Across the Grades with Intent
Concept: Demonstrate awareness of something that is the same or different between two versions of a story Consider: Student’s Interest Familiar Topics Relevant Context Prior Knowledge
KNOW: Similarities and Differences DO: Identify CONTEXT: a multi-media version or other interpretation of a story Reduce Complexity: Essentialize KNOW: what is same , what is different DO: touch and select from choices (teacher can model) from a teacher directive/question CONTEXT: two versions of the same story greatly modified- specific scenes selected
Sample Content Target: Use two greatly modified versions of a story and select from choices (pictures/objects/sounds) what is the same Consider the Student: • Student’s Interest : splashing in water, listening to music • Familiar Topics: water, fish, music • Relevant Context: spends time near the water with family every year, ‘watches’ movies with family • Prior Knowledge: knows big/little, understands same/different
17
1/12/2018
Moby Dick: Text Examples
Readtopia: http://donjohnston.com/readtopia/ Sherlock center Resource Library http://www.ric.edu/sherlockcenter/dsi/mobydick.pdf
Moby Dick media versions: Heart of the Sea (2015 movie)
Moby Dick 1956 version
Moby Dick TV mini series 1998
18
1/12/2018
Using manipulatives, have the students show what is same between the versions (tap into the students prior knowledge and interests) SHOW SAME
Other suggested HS Literature that have corresponding media versions
West Side Story
The Great Gatsby
A Raisin in the Sun
19
1/12/2018
Meaningfulness and Learning
Grade 8 ELA Informational Text Resource: ELA AEC Across the Grades with Intent
Could understanding a big idea what an article is saying potentially raise the ability for your student to demonstrate focus to what is being said or stated? Would this be meaningful for your student? In what ways could this positively impact your student now and in the future?
Examine the Intent of the AEC first
Resource: ELA AEC Across the Grades with Intent
Concept: Demonstrate focus on what the author is saying and wanting you to know (big idea of the text) Consider: Student’s Interest Familiar Topics Relevant Context Prior Knowledge
KNOW: argument or claim DO: Identify CONTEXT: that the author makes Reduce Complexity: Essentialize KNOW: big idea/important thought DO: touch and select from choices (teacher can model) from a teacher directive/question C ONTEXT: the author wants you to understand
20
1/12/2018
Sample Content Target: Using greatly modified informational text that contains a clear author claim or argument (his big idea), select from choices (pictures/objects/sounds) what the author is claiming/arguing Consider the Student: • Student’s Interest : drawing, looking at pictures • Familiar Topics: colors • Relevant Context: drawing and pictures • Prior Knowledge: knows about drawing, identifies colors, demonstrates some understanding of what a building is. Would need some skill shaping to clearly demonstrate understanding of a structure/building. Has seen drawings on buildings during bus route to school (relevant for a student in the city and in a rural setting)
Are pictures/drawings on buildings good or bad?
• https://newsela.com/read/lib‐urban‐graffiti‐good‐or‐evil/id/30947/
21
1/12/2018
Modified text: (partner with the original text) Are pictures/drawings on buildings good or bad?
Some people think people who draw on buildings are bad. Some people say they are good. Many people draw on buildings. It is everywhere!
A lot of people like the pictures. We should just say, “It is a part of our city(town) and it is good!” (take a picture of a drawing on a building your student may have seen and add it to the story)
Show me what the story writer says (claims) is good
22
1/12/2018
Today’s Outcomes
Understanding the AEC Least Complex Content Targets
Communication
Meaningfulness
• Identify how a student communicates • How do they take information In • How do they share information out
• Identify how to think about relevance of the AEC for individual students • Use the AEC ‘intents’
Thinking in Concepts • Use the essentialization process and examples • Reduce the learning to broad concepts
Today’s Outcomes
Understanding the AEC Least Complex Content Targets
Resources • Identify resources for reducing the depth and breadth further • Still stay aligned • Continue to make the content relevant
23
1/12/2018
Contact Information
www.pattan.net
Commonwealth of Pennsylvania Tom Wolf, Governor
24
Alternate Eligible Content:
Advanced Essentialization Winter Series 2018
Making Alternate Eligible Content Meaningful for Students with the Most Significant Cognitive Disabilities
PaTTAN’s Mission
The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services.
1
1/12/2018
PDE’s Commitment to Least Restrictive Environment (LRE)
Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment.
Today’s Outcomes
Understanding the AEC Least Complex Content Targets
Communication
Meaningfulness
• Identify how a student communicates • How do they take information In • How do they share information out
• Identify how to think about relevance of the AEC for individual students • Use the AEC ‘intents’
Thinking in Concepts • Use the essentialization process and examples • Reduce the learning to broad concepts
2
1/12/2018
Today’s Outcomes
Understanding the AEC Least Complex Content Targets
Resources • Identify resources for reducing the depth and breadth further • Still stay aligned • Continue to make the content relevant
ALL Students are Learners
3
1/12/2018
Communication and Learning
What does communication mean? Communication Know why and when to communicate
Basic Understanding Development
Communication is an exchange
If needed, shape communication responses - Look for patterns - Might not be conventional
Jacqueline F. Kearns, Ed.D https://learn.hdi.uky.edu/product/ncsc‐communication‐toolkit/
4
1/12/2018
How do your students communicate? How they show what they know?
Noises Intentional and unintentional
How do your students take information in? Teacher Tips
Use language already familiar/common for the student Consider concept learning vs. vocabulary acquisition Don’t teach more words than they need to learn the concept Change your language to meet their language
5
1/12/2018
How do your students take information in? Teacher Tips
Consider the words that come up most often with the conceptual learning of the AEC as most important to emphasize (concepts of more, same, different, description words, put together, take away, etc.) Consider using supports to ensure comprehension (object, gestural, aural, physical, picture, etc.)
Additional Teacher Tips for Sharing Information
Think about how questions/directives are phrased
Teacher Tips
6
1/12/2018
Additional Teacher Tips for Sharing Information Find a word/prompt that works best for your student ‘Show me more’ ‘Find’ ‘What, When’: direct questions ‘Why, How’: inferencing skill
Teacher Tips
Meaningfulness and Learning What makes content meaningful for your student? Interests
Prior Knowledge
Student
Familiar Topics
Relevant Context
7
1/12/2018
Thinking in Concepts
Math
8
1/12/2018
Meaningfulness and Learning Resource: Math AEC Across the Grades with Intent
Could using a graph be considered interpreting (making sense of…) provided information such as something touched, viewed or heard? Would this be meaningful for your student? In what ways could this positively impact your student now and in the future?
Examine the Intent of the AEC first Resource: Math AEC Across the Grades with Intent
Concept: Interpreting something provided in a graph/chart form that the student sees or touches (in this case a greatly modified graph) to answer a modified question Consider: Student’s Interest Familiar Topics Relevant Context Prior Knowledge
KNOW: data DO: answer question CONTEXT: a pictograph, line plot or bar graph Reduce Complexity: Essentialize KNOW: something about what is in the graph/plot DO: touch and select from choices (teacher can model) from a teacher directive/question CONTEXT: a simple chart with pictures/objects familiar, relevant to student/prior knowledge
9
1/12/2018
Sample Content Target: Use a simple chart to touch and select an answer related to the chart when given a question or directive (such as find, show me). Consider the Student: • Student’s Interest : Things that move • Familiar Topics: Responds to vehicles (objects and sometimes pictures) • Relevant Context: Rides the bus almost everyday to school • Prior Knowledge: Calendar from exposure in classroom, Mom’s car and school bus, has some experience with 1 and 2 quantities, same/different
How many times did you ride the bus on Tuesday? Or Show me bus and Tuesday?
10
1/12/2018
Across the Grades: What could this look like?
Similar or same student, same interests, relevance and familiar topic as well as prior knowledge
If Day 1 is a Monday, do these graphs show the same information? Or, say, same? Yes or No
Use the pieces to reproduce the information in the top graph using the number line. Make same. Give these:
11
1/12/2018
Similar or same student, same interests, relevance and familiar topic as well as prior knowledge
Did you ride the bus more on Day 3 or Day 4? Show me more (teacher models). Show me same
Similar or same student, same interests, relevance and familiar topic as well as prior knowledge
On day 2, did you ride in a bus more or in a car more? Or, Show me more on Day 2
12
1/12/2018
Essentialized Example Show me the plant that is bigger on Friday. Resource Essentialized Examples
A
B
A
B
Another Math Example CC.2.2.HSD7a Translate a real-world problem into a one-variable equation Intent: Take a real-world situation and represent it as an equation using numbers/quantities • Could defining what is the problem (of interest to the student) be meaningful for your student? • In what ways could this positively impact your student now and in the future?
13
1/12/2018
Meaningful and Learning Consider the student:
Student’s Interest: Comics, superheroes Familiar Topics: The Flash, Supergirl Relevant Context: TV show, time Prior Knowledge: Has some understanding of basic quantities of one and two, through communication with the family,we know the student loves to watch ‘The Flash’ every week. (1 hour show)
KNOW: Problem, Equation DO: Translate, into CONTEXT: Real‐world, One variable Essentialize, Reduce Complexity Know: Familiar and simple problem (add or subtract based on student prior knowledge, Equation will use no more than quantities of two Do: Select from choices that are represented in a way that makes sense to the student (representative of quantities) Context: Problem is relevant to student, missing variable will be the solution to the problem as opposed to in the middle
Sample Content Target: Using a relevant problem, amounts no greater than 2 and the missing variable as the solution, select a statement that represents the problem
14
1/12/2018
Problem:
You watch The Flash for 2 hours (or 2 times ) each week. This week 1 hour or (1 time) it is not on. How many times will you watch Flash? Show me the problem.
1 hour
2 hours
1 hour
x
1 hour
x
ELA Reading
15
1/12/2018
Meaningfulness and Learning Grade 11 ELA Literature
Resource: ELA AEC Across the Grades with Intent
Could finding things that are the same and different of a familiar story or topic presented in several entertaining ways potentially raise an awareness level for your student? Would this be meaningful for your student? In what ways could this positively impact your student now and in the future?
Thinking in Concepts
16
1/12/2018
Examine the Intent of the AEC first
Resource: ELA AEC Across the Grades with Intent
Concept: Demonstrate awareness of something that is the same or different between two versions of a story Consider: Student’s Interest Familiar Topics Relevant Context Prior Knowledge
KNOW: Similarities and Differences DO: Identify CONTEXT: a multi-media version or other interpretation of a story Reduce Complexity: Essentialize KNOW: what is same , what is different DO: touch and select from choices (teacher can model) from a teacher directive/question CONTEXT: two versions of the same story greatly modified- specific scenes selected
Sample Content Target: Use two greatly modified versions of a story and select from choices (pictures/objects/sounds) what is the same Consider the Student: • Student’s Interest : splashing in water, listening to music • Familiar Topics: water, fish, music • Relevant Context: spends time near the water with family every year, ‘watches’ movies with family • Prior Knowledge: knows big/little, understands same/different
17
1/12/2018
Moby Dick: Text Examples
Readtopia: http://donjohnston.com/readtopia/ Sherlock center Resource Library http://www.ric.edu/sherlockcenter/dsi/mobydick.pdf
Moby Dick media versions: Heart of the Sea (2015 movie)
Moby Dick 1956 version
Moby Dick TV mini series 1998
18
1/12/2018
Using manipulatives, have the students show what is same between the versions (tap into the students prior knowledge and interests) SHOW SAME
Other suggested HS Literature that have corresponding media versions
West Side Story
The Great Gatsby
A Raisin in the Sun
19
1/12/2018
Meaningfulness and Learning
Grade 8 ELA Informational Text Resource: ELA AEC Across the Grades with Intent
Could understanding a big idea what an article is saying potentially raise the ability for your student to demonstrate focus to what is being said or stated? Would this be meaningful for your student? In what ways could this positively impact your student now and in the future?
Examine the Intent of the AEC first
Resource: ELA AEC Across the Grades with Intent
Concept: Demonstrate focus on what the author is saying and wanting you to know (big idea of the text) Consider: Student’s Interest Familiar Topics Relevant Context Prior Knowledge
KNOW: argument or claim DO: Identify CONTEXT: that the author makes Reduce Complexity: Essentialize KNOW: big idea/important thought DO: touch and select from choices (teacher can model) from a teacher directive/question C ONTEXT: the author wants you to understand
20
1/12/2018
Sample Content Target: Using greatly modified informational text that contains a clear author claim or argument (his big idea), select from choices (pictures/objects/sounds) what the author is claiming/arguing Consider the Student: • Student’s Interest : drawing, looking at pictures • Familiar Topics: colors • Relevant Context: drawing and pictures • Prior Knowledge: knows about drawing, identifies colors, demonstrates some understanding of what a building is. Would need some skill shaping to clearly demonstrate understanding of a structure/building. Has seen drawings on buildings during bus route to school (relevant for a student in the city and in a rural setting)
Are pictures/drawings on buildings good or bad?
• https://newsela.com/read/lib‐urban‐graffiti‐good‐or‐evil/id/30947/
21
1/12/2018
Modified text: (partner with the original text) Are pictures/drawings on buildings good or bad?
Some people think people who draw on buildings are bad. Some people say they are good. Many people draw on buildings. It is everywhere!
A lot of people like the pictures. We should just say, “It is a part of our city(town) and it is good!” (take a picture of a drawing on a building your student may have seen and add it to the story)
Show me what the story writer says (claims) is good
22
1/12/2018
Today’s Outcomes
Understanding the AEC Least Complex Content Targets
Communication
Meaningfulness
• Identify how a student communicates • How do they take information In • How do they share information out
• Identify how to think about relevance of the AEC for individual students • Use the AEC ‘intents’
Thinking in Concepts • Use the essentialization process and examples • Reduce the learning to broad concepts
Today’s Outcomes
Understanding the AEC Least Complex Content Targets
Resources • Identify resources for reducing the depth and breadth further • Still stay aligned • Continue to make the content relevant
23
1/12/2018
Contact Information
www.pattan.net
Commonwealth of Pennsylvania Tom Wolf, Governor
24
