What s so SPECIAL about CSCOPE

What s so SPECIAL about CSCOPE PowerPoint PPT Presentation


  • 433 Views
  • Updated On :
  • Presentation posted in: General

Sharing. A few ways to use the curriculum with students who are the most severely cognitively delayed.. Positive feedback. Teacher's who use CSCOPE Love it!Can individualize materials Teacher's Take Ownership students enjoy the lessons Show IEP progress. 2 learning environments . First the student is in a self contained situation Second would be students who are totally included or included to some extent in a content area[s].

Download Presentation

What s so SPECIAL about CSCOPE

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


1. Whatís so SPECIAL about CSCOPE? Everything! Need: computer and jump drive speakers Pointer hand held slide changerNeed: computer and jump drive speakers Pointer hand held slide changer

2. Sharing A few ways to use the curriculum with students who are the most severely cognitively delayed. Who are we talking about here? Today we are sharing only, not trying to get you to change how you are using CSCOPE. These a few ways we use the curriculum with our students with the most severely cognitively delayed. We refer to the students with Low Incidence Disabilities. We know you have many teachers with great ideas.Who are we talking about here? Today we are sharing only, not trying to get you to change how you are using CSCOPE. These a few ways we use the curriculum with our students with the most severely cognitively delayed. We refer to the students with Low Incidence Disabilities. We know you have many teachers with great ideas.

3. Positive feedback Teacherís who use CSCOPE Love it! Can individualize materials Teacherís Take Ownership students enjoy the lessons Show IEP progress Teacherís who use it - Love it! Ask me why I did not show them this sooner. Their materials: They find they can use all their materials to teach the lessons Owner ship: They do write their own lessons IEP progress: Data that they gather shows they do make progress on IEP goals and Objectives Teacherís who use it - Love it! Ask me why I did not show them this sooner. Their materials: They find they can use all their materials to teach the lessons Owner ship: They do write their own lessons IEP progress: Data that they gather shows they do make progress on IEP goals and Objectives

4. 2 learning environments First the student is in a self contained situation Second would be students who are totally included or included to some extent in a content area[s] Using CSCOPE with students in Special Education addresses 2 extremely differing areas of teaching and learning First self contained this is that isolated Life skills functional level classroom Second would be students who are totally included or included to some extent in a content area[s] Using CSCOPE with students in Special Education addresses 2 extremely differing areas of teaching and learning First self contained this is that isolated Life skills functional level classroom Second would be students who are totally included or included to some extent in a content area[s]

5. Where to start planningÖ Our first area of identified needs priorities and needs is always The Individual Education Plan [IEPíS]

6. Where to startÖ Golden rule Ė always start with grade level TEKS Our teachers are asked to go to the TEKS first Next they start to use the curriculum by looking at and following the CSCOPE Campus plan for the 6 weeks on grade level. Next they check the TAKS ALT curriculum framework for levelled Information on the TEKS in the lessons Then they go through the different prerequisites listed on the framework to decide where to start . Lastly using the CSCOPE curriculum they find the appropriate grade level and lesson and start to adapt for their population levelsGolden rule Ė always start with grade level TEKS Our teachers are asked to go to the TEKS first Next they start to use the curriculum by looking at and following the CSCOPE Campus plan for the 6 weeks on grade level. Next they check the TAKS ALT curriculum framework for levelled Information on the TEKS in the lessons Then they go through the different prerequisites listed on the framework to decide where to start . Lastly using the CSCOPE curriculum they find the appropriate grade level and lesson and start to adapt for their population levels

7. Step 1 The TEKS Golden rule - start with grade level TEKS Our teachers are asked to go to the TEKS first and become familiar with the grade level expectations for the grades of the children they teach. All of our children function on various grade levels. We do not assume that we are at pre-emergent levels, The teacher knows The student could be in Grade 9 age wise and on a Kinder, first , or second grade level depending on his skills and the content area. But we look to see what is expected at the enrolled grade level for all students.All of our children function on various grade levels. We do not assume that we are at pre-emergent levels, The teacher knows The student could be in Grade 9 age wise and on a Kinder, first , or second grade level depending on his skills and the content area. But we look to see what is expected at the enrolled grade level for all students.

8. Step 2Ö Goes to the curriculum- CSCOPE Checks Year at a Glance for the 6 weeks Looks at Vertical Alignment Then at content area and age appropriate grade level lessons Next teachers start to use the curriculum by looking at, and following the CSCOPE Campus plan for the 6 weeks on grade level. She Looks at the Looks at the YAGs Year at a glance and the VADs Vertical Alignment Document. Then at content area and searches for approprite grade level lessons for her students Next teachers start to use the curriculum by looking at, and following the CSCOPE Campus plan for the 6 weeks on grade level. She Looks at the Looks at the YAGs Year at a glance and the VADs Vertical Alignment Document. Then at content area and searches for approprite grade level lessons for her students

9. Step 3 Ö Compares the Grade level TEKS to the TAKS ALT Curriculum Framework Looks over the Prerequisites list Look at the Essence statement [What is being tested this year?] Then go to the prerequisites again and using student information [performance level] decides what her student can do Next she goes to the corresponding TEKS in her Curriculum Framework to check the Essence statement - what does this look like at my student level? and the prerequisites list- what can my student do? Next she goes to the corresponding TEKS in her Curriculum Framework to check the Essence statement - what does this look like at my student level? and the prerequisites list- what can my student do?

10. Step 4Ö Chooses a lesson from CSCOPE by selecting from a variety of grade level examples to find the one lesson that addresses the performance level [ the prerequisite ] of her population or individual student. Finds an appropriate lesson at her students skill level [ not necessarily on grade level. ] Adapts the lesson for the group or individual Teaches that lesson The 4 steps are explained / shown in the videoThe 4 steps are explained / shown in the video

11. In the Self Contained Classroom Teacher here relies on knowing the studentís academic and performance levels, that means using student data collected , the PLAAFP and IEP. Teacher supplies prompts, cues, necessary assistive technology, and supports as needed. She adjusts the ONE lesson for 3 or 4 students [or more]

12. Self contained class Teacher is using Prerequisite Skills to the grade level TEKS [usually] Teaching a lesson from a lower grade level or multiple grade levels No Pencil and paper! Student work involves pictures and manipulation of concrete objects Students work in a small group or one to one with teacher help

13. General Education Classroom Teacher here relies on knowing the studentís academic and performance levels, that means using student data collected , the PLAAFP and IEP. The General Education Teacher is adapting her class lesson for ONE special needs student PLUS she plans on providing the student adaptations, supports, adjustments, accommodations, assistive technology and modifications to the lesson as needed. Teacher here Relies on knowing the student and that childís PLAAFP and IEP. PLUS she plans on providing adaptations, adjustments, accommodations and modifications as needed. Teacher here Relies on knowing the student and that childís PLAAFP and IEP. PLUS she plans on providing adaptations, adjustments, accommodations and modifications as needed.

14. Included in typical class Same lesson plan with drastically reduced amount of pencil and paper work[or none at all] Picture responses Teacher focuses on ONE Key Understanding Repeated viewing of any lesson videos Minimal vocabulary word[s] Simplified questions Works in a group and/or with a peer. sometimes a para is assigned The LIDS student who is included in regular Ed class will have A Drastically reduced amount of pencil and paper work Has Repeated viewing of any lesson Videos Teacher perhaps chooses one KEY UNDERSTANDING Works in a group and with a peer. Minimal vocabulary word[s] could be one Simplified questions and less questions Paras can be a big help to the teacher sometimes however a hindrance to the student and isolate him from his classmates we are careful not to Mother Smother him!The LIDS student who is included in regular Ed class will have A Drastically reduced amount of pencil and paper work Has Repeated viewing of any lesson Videos Teacher perhaps chooses one KEY UNDERSTANDING Works in a group and with a peer. Minimal vocabulary word[s] could be one Simplified questions and less questions Paras can be a big help to the teacher sometimes however a hindrance to the student and isolate him from his classmates we are careful not to Mother Smother him!

15. Adapting the lesson Choose TEK[s] and Process TEK[s] Choose one or possibly 2 Key Understandings and/or questions[may be on IEP ] Use 2 to 4 vocabulary words Check Materials, Resources, Preparation lists to decide which items to use Go to Instructional procedures Adapt the lesson

16. Keep in mindÖ Where is the student academically? We teach the prerequisite of the TEKS at each childís individual level And the student can be on different performance /grade levels within a [one] subject area Important to Keep in mind: Where is the student academically? and We teach the prerequisite of the TEKS at each childís individual level Important to Keep in mind: Where is the student academically? and We teach the prerequisite of the TEKS at each childís individual level

17. Letís Talk Math From her data collection, the PLAAFP, and the current IEP, the teacher has determined a priority need in Math for Leslie, a student with Low Incidence disabilities , Leslie is working on patterns as an introduction to linear equations. Teacher first looks at the Grade 10 level TEKS [Leslie is a 10th grader] She then looks at the 10th grade Year at a Glance to see what the 10th graders are doing this next 6weeks. Choosing a lesson and Getting ready to teach CSCOPE Grade 8, Mathematics Unit: 05 Lesson 1 Discuss lesson This lesson is one example Choosing a lesson and Getting ready to teach CSCOPE Grade 8, Mathematics Unit: 05 Lesson 1 Discuss lesson This lesson is one example

18. Next she checks the Vertical alignment To find the TEKS description she feels will fit the need.To find the TEKS description she feels will fit the need.

19. VADS - She checks many grade levels Check the VADS first She finds there are so many possibilities for Leslie, so She checks many other grade level Math TEKS. She finds 3.6, 3.7B, 5.5, 6.5, Gr 9-12 A.3B, A.6A so we are working on multiple levels not just one grade level and chooses to work with 8.5. Read description from slide. Check the VADS first She finds there are so many possibilities for Leslie, so She checks many other grade level Math TEKS. She finds 3.6, 3.7B, 5.5, 6.5, Gr 9-12 A.3B, A.6A so we are working on multiple levels not just one grade level and chooses to work with 8.5. Read description from slide.

20. Now she compares the Grade level TEK chosen [8.5] to the TAKS ALT Curriculum Framework [designed for the most significantly cognitively impaired] Next she reads the Essence statement and the prerequisites list

21. Curriculum Framework sample

22. Curriculum Framework See my copy for explanation Curriculum Framework See my copy for explanation

23. Next Then the teacher goes to the prerequisites list Next finds an appropriate lesson at her students skill level [ not necessarily on grade level. ] She adapts the lesson for Leslie using her Assistive technology

24. Now she chooses a lessonÖ From the curriculum to best meet Leslieís Math needs. Grade 8, Mathematics Unit: 05, Lesson 1 Sequences The teacher adapts the lesson for Leslie including using her Assistive technology

25. Teaching and learning Leslie is in HS and working on patterns as an introduction to linear equations.Leslie is in HS and working on patterns as an introduction to linear equations.

26. The 5 Eís Engage Explore Explain Elaborate Evaluate The 5 Eís are easily adapted by the teacher, from any lesson. But that lesson may be have to be repeated many times. Did you recognize where the teacher was in the 5 Eís? This video starts with the Explain E. The teacher has completed Engage by introducing new concept and materials. Engage took 3 lessons. Explore was done using the shared experience strategy . It starts with Explain where the teacher refers to the prior E lessons information. Leslie is looking and listening and tries to comprehend the explanations offered by the teacher on the building of sections of fence. Elaborate was shown when the teacher goes on to add TIME in to the lesson. How much time it takes to build a section. Evaluate was tried with the clock and fence chart and a closed answer question on how many sections of fence were built in how much time. It is evident this lesson will need to be repeated for Leslie.The 5 Eís are easily adapted by the teacher, from any lesson. But that lesson may be have to be repeated many times. Did you recognize where the teacher was in the 5 Eís? This video starts with the Explain E. The teacher has completed Engage by introducing new concept and materials. Engage took 3 lessons. Explore was done using the shared experience strategy . It starts with Explain where the teacher refers to the prior E lessons information. Leslie is looking and listening and tries to comprehend the explanations offered by the teacher on the building of sections of fence. Elaborate was shown when the teacher goes on to add TIME in to the lesson. How much time it takes to build a section. Evaluate was tried with the clock and fence chart and a closed answer question on how many sections of fence were built in how much time. It is evident this lesson will need to be repeated for Leslie.

27. CSCOPE 2nd grade Science Unit 09, Lesson 2, 10 days Function Of Plant Parts Letís Talk Science We have been through the steps and chosen our lessonWe have been through the steps and chosen our lesson

28. Lets Talk Science Sarah High School and has Down Syndrome She is learning the parts of a plant In a prior lesson she and her teacher made the plant poster they are using to Identify the plant parts. The video shows her working on reading words that relate to plant growth. Science Lesson Sarah High School and has Down Syndrome She is learning the parts of a plant In a prior lesson she and her teacher made the plant poster they are using to Identify the plant parts. The video shows her working on reading words that relate to plant growth. Science Lesson

29. Using scripts First Grade Science Unit 1, Lesson: 02, 5 days Weather and Forms of Precipitation

30. Teaching Science to the Standards Attainment Co.

32. Letís Talk Social Studies CSCOPE 8th grade, Social Studies Unit 3, Lesson 3, War For Independence

33. A Little Social Studies This student is Vision ImpairedThis student is Vision Impaired

34. Explain the flowchart So here we have more information we added a few steps to consider when planning to begin and complete the lessons you will choose. Itís a work in Progress so if you have any questions get in touchExplain the flowchart So here we have more information we added a few steps to consider when planning to begin and complete the lessons you will choose. Itís a work in Progress so if you have any questions get in touch

35. Again the Curriculum Framework was written to help teachers with the TAKS ALT test. It Has become an extremely useful tool in helping us use CSCOPE This is the important piece when teaching to the TEKS at a prerequisite level. They are written down to a about Kinder level for most TEKS as the TAKS ALT test mostly addresses K thru 1 TEKS Again the Curriculum Framework was written to help teachers with the TAKS ALT test. It Has become an extremely useful tool in helping us use CSCOPE This is the important piece when teaching to the TEKS at a prerequisite level. They are written down to a about Kinder level for most TEKS as the TAKS ALT test mostly addresses K thru 1 TEKS

37. References and assistance! Teaching to the Standards Math, Teaching to the Standards Science , Dr. Diane Browder PhD, G. Courtade PhD, B. Jimenez, K. Trela, Attainment Company Publishers. Region 8 Math Consultant Kay Stickels Region 8 Science Consultant Karen Phillips Teaching Language Arts, Math and Science to Students with Significant Cognitive Disabilities, Browder, Spooner, 2006 Brookes Publishing.

38. References and assistance TAKS ALT Resources Curriculum Framework http://ritter.tea.state.tx.us/student.assessmentI Including Students with Severe and Multiple Disabilities in Typical Classrooms, June Downing PhD, 2002, Brookes Publishing. Teachers and students who volunteered to help!

39. Hint: Use the Equation Prompt Just in case you had not seen this Itís a big help for figuring the missing factor/ solving for x etc. We use with all equations for MS HS By Bree Jiminez U of North C arolina In case you had not seen this . Itís a big help for. We use with all equations for MS HSBy Bree Jiminez U of North C arolina In case you had not seen this . Itís a big help for. We use with all equations for MS HS

40. DemonstrateDemonstrate

  • Login