Instructional Practices in Preparation for NCSC Assessment
Jill Omer, Speech, Language, and Autism CoordinatorAlison Gauld, Behavior and Low Incidence Coordinator
2
High Expectations, Not Impossible Ones
Video of self-advocate
College
Career
Community
CurriculumCommon Standards
Core Content ConnectorsGraduated Understandings
InstructionGrade-level Lessons
AccommodationsSystematic Instruction
AssessmentFormative
InterimSummative
3Communicative Competence
4
NCSC Communicative Competence Goal
All students have a communication system in place by Kindergarten
and are able to gain and demonstrate knowledge using that communication system
5
Communication Overview
Intent, Mode, Partner(s)
Focus on communicating, not just being verbal.
Focus on initiating and protesting, not just answering questions/requesting.
All communication systems must be with the STUDENT at all times
Meet the student where he or she is, with regard to communication level. Teach students the vocabulary needed to use their communication systems.
6
Communication Review
Communication, regardless of age is a developmental process that follows a continuum of stages:
1. Pre-communicative2. Communicative3. Linguistic4. Conversational
7
Scripted Lessons
Comprehensive and well-planned lessons include:
• Introduction• A Problem/Skill to Explore• Instruction, including Modeling and/or Demonstration• Student Exploration and Practice• Assessment to Determine Student Understanding
Student deficit skills must also be considered in the planning of the lesson, beginning with communication competence
8
Scripted Lessons cont.
A Few Benefits of a Scripted Lesson format:
1. Guides instructor to include the elements of a lesson2. Systematically plans increasing understanding and depth
of thinking for the student(s)3. Creates a “habit” of instructional delivery4. Provides a “routine” for students5. Provides a model for paraprofessionals or other school
personnel supporting the student’s learning
9
NCSC Provided MASSI/LASSI
The NCSC Assessment tool provides teachers a variety of support materials including the Math Scripted Systematic Instruction (MASSI) and Language Arts Systematic Scripted Instruction (LASSI) examples
There are not sufficient examples to build an entire core curriculum. They are intended to guide you in creating instruction within your school and classroom
10
Breaking Down a Standard
All students can and should participate in grade level core instruction.
Core instruction is defined by the standards in ELA and math.
All teachers, general education and special education, must break down the standards.
When breaking down a standard, critically examine the smaller, requisite skills a student must understand in order to achieve mastery of the rich, rigorous standard.
Breaking down the standards assists in the development of daily core instruction lessons that IEP goals and objectives can later be woven into or support.
11
Breaking Down a Standard
Modeled by the facilitator
12
Developing a MASSI/LASSI
13
Learner Profile
Your Learner Characteristics Profile will be determined by selecting from each of the 5 bags:
1. Stage of Communication (Pre-communicative, Communicative, Linguistic, Conversational)
2. English Language Arts or Math3. Student’s current academic level (Significantly below
grade level—Tier 1, Moderately below grade level—Tier 2, Mildly below grade level—Tier 3)
4. Visual impairment or no visual impairment5. Gross and fine motor skills (significantly impacted,
moderately impacted, average skills/mildly impacted)
14
Developing the Lesson
Your small group will develop a comprehensive scripted lesson for the student defined by the randomly selected Learner Profile characteristics
The group can decide the grade level and standard(s) within the selected content area for the lesson
Once the standard(s) is selected, your first step will be to break down that standard
The lesson must include:• All the elements of a lesson• A script• A communication plan for the student to be an active and
engaged learner
15
Share Your Lessons
16
Lunch
On Your Own
17
Communication Competence
Why use visuals?• Auditory information is transient and abstract (once spoken, it is gone)• Visual information is permanent and more representative (it can be
repeatedly viewed)• It does not matter if a student is verbal or nonverbal – visual strategies
help to enhance understanding for students at all levels
Visuals:
• Mode of communication• Show how language works/facilitate development of grammar• Aid in word retrieval• Connect meaning between objects/actions and their referents• Ease transitions• Outline behavioral expectations• Explain social situations and “rules”
18
Visual supports
Body language (gestures)
Traditional tools for organization/giving information• Calendars, schedules, maps
Natural environmental cues• Signs, labels, menus, directions on packages
Specially designed tools to meet specific needs• Social scripts, choice boards, topic boards, reinforcement strips
19
Visual Symbols Hierarchy
Small group activity
20
Nobody’s Perfect
Video of first Don’t Limit Me
21
Scaffolding a Lesson
Students within a grade level are a heterogeneous group
No matter which setting the core instruction is taking place, the lesson must include differentiation and/or scaffolding in order for all students to access and participate within the curriculum
Scaffolding and differentiation are powerful strategies in instruction within any setting, content, or grade
22
Scaffolding Your Lesson
You will now select two new profile characteristics to guide the scaffolding of your lesson
– One level up or one level down in academics– One level up or one level down in communication
Use your previously written lesson and modify it for your new Learner Profile
Chart for the group what changes were needed to scaffold for this student
23
Share Out
24
Questions
25
Next Steps
NCSC is being given to students in other states by May 2015.
After the first operational test, there will be more information released from NCSC that will be used by Lori Nixon to create the next training series.
The training Lori will provide in the 2015-2016 school year will focus on:• How to enter the Learner Characteristics Profile • How to administer the assessment• Using accommodations and modifications within the NCSC
assessment
26
Next Steps
Support as you work to incorporate standards based core instruction into each student’s day, wherever that instruction may occur can be found through the:
• NCSC Blueprint
• http://ncscpartners.org/Media/Default/PDFs/Resources/NCSC-Operational-Test-Blueprint-12-10-14.pdf
• Or Goggle “NCSC Blueprint”, the link to the operational blueprint on the wiki will come up in the search
27
Alison Gauld, Behavior and Low Incidence Coordinator
Jill OmerSpeech, Language and Autism Coordinator
Lori NixonDirector, Assessment Design