(re)imagining Special Education: Connecting Standards to Instruction. Jayme Alexander & Ervin Knezek, Lead4ward

Transcription

1 (re)imagining Special Education: Connecting Standards to Instruction Jayme Alexander & Ervin Knezek, Lead4ward

2 (Re)imagining Special Education: Connecting Standards to Instruction Jayme Alexander & Ervin Knezek, Lead4ward

3 [re]imagining special education ervin knezek & jayme alexander lead4ward.com/resources lead4ward.com/sped-eplc [re]imagine self determination competency 1-13 v 13-1 multiple measures using the TEKS to set goals kid-up approach your idea [re]imagine better results TCASE July 2016 Page 1

4 [re]learn the TEKS (8.9) Earth and space. The student knows that natural events can impact Earth systems. The student is expected to: (A) describe the historical development of evidence that supports plate tectonic theory; (B) relate plate tectonics to the formation of crustal features; and (C) interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering. TCASE July 2016 Page 2

5 [re]view the roles standards play in learning 8.5(G) 8.1(F) identify functions using sets of ordered pairs, tables, mappings, and graphs analyze mathematical relationships to connect and communicate mathematical ideas 8.5 Proportionality: The student applies mathematical process standards to use proportional and nonproportional relationships to develop foundational concepts of functions 8.5(H) 8.1(B) identify examples of proportional and non proportional functions that arise from mathematical and real world problems use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness Tools to know (access content get started) Big concept or topic I am studying Ways to show (demonstrate learning) Important content to learn and apply Content to learn first Content to learn first TCASE July 2016 Page 3

6 TEKS Snapshot Grade 8 Science Source: Texas Education Agency v Process Standards (Scientific Investigation and Reasoning Skills) 8.1 Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. 8.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. 8.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. 8.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. STAAR Tools to Know Ways to Show 40% of items will be dual coded 8.1(A) demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards 8.1(B) practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials 8.2(A) plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology 8.2(B) design and implement comparative and experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology 8.4(A) use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators, computers, spectroscopes, timing devices, and other equipment as needed to teach the curriculum 8.4(B) use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher Knowledge and Skills Statements 8.5 Matter and energy. The student knows that matter is composed of atoms and has chemical and physical properties. 8.6 Force, motion, and energy. The student knows that there is a relationship between force, motion, and energy. 8.7 Earth and space. The student knows the effects resulting from cyclical movements of the Sun, Earth, and Moon. 8.8 Earth and space. The student knows characteristics of the universe. 8.9 Earth and space. The student knows that natural events can impact Earth systems 8.10 Earth and space. The student knows that climatic interactions exist among Earth, ocean, and weather systems 8.2(C) logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers 8.2(D) construct tables and graphs, using repeated trials and means, to organize data and identify patterns 8.2(E) analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends 8.3(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, 8.3(B) use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature 8.3(C) identify advantages and limitations of models such as size, scale, properties, and materials 8.3(D) relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content 8.11 Organisms and environments. The student knows that interdependence occurs among living systems and the environment and that human activities can affect these systems. TCASE July 2016 Page 4 Rptg Cat 1 Matter and Energy STAAR Readiness Standards Supporting Standards (A) describe the structure of atoms, including the masses, electrical charges, and locations, of protons and neutrons in the nucleus and electrons in the electron cloud 8.5(B) identify that protons determine an element s identity and valence electrons determine its chemical properties, including reactivity 8.5(C) interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements 8.5(D) recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts 8.5(E) investigate how evidence of chemical reactions indicate that new substances with different properties are formed 8.5(F) recognize whether a chemical equation containing coefficients is balanced or not and how that relates to the law of conservation of mass 7.5(C) diagram the flow of energy through living systems, including food chains, food webs, and energy pyramids 7.6(A) identify that organic compounds contain carbon and other elements such as hydrogen, oxygen, phosphorus, nitrogen, or sulfur 7.6(B) distinguish between physical and chemical changes in matter in the digestive system 6.5(C) differentiate between elements and compounds on the most basic level 6.6(A) compare metals, nonmetals, and metalloids using physical properties such as luster, conductivity, or malleability 6.6(B) calculate density to identify an unknown substance

7 TEKS Snapshot Grade 8 Science SEs Not Included in Assessed Curriculum 8.8(E) research how scientific data are used as evidence to develop scientific theories to describe the origin of the universe Source: Texas Education Agency v Rptg Cat 2 Force, Motion and Energy STAAR Readiness Standards Supporting Standards (A) demonstrate and calculate how unbalanced forces change the speed or direction of an object s motion 8.6(C) investigate and describe applications of Newton s law of inertia, law of force and acceleration, and law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, Earth s tectonic activities, and rocket launches 8.6(B) done such as moving a box with a ramp and without a ramp, or standing still differentiate between speed, velocity, and acceleration 7.7(A) contrast situations where work is done with different amounts of force to situations where no work is 6.8(A) compare and contrast potential and kinetic energy 6.8(C) calculate average speed using distance and time measurements 6.8(D) measure and graph changes in motion 6.9(C) demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy 3 Earth and Space (A) model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the Sun causing changes in seasons 8.7(B) demonstrate and predict the sequence of events in the lunar cycle 8.8(A) describe components of the universe, including stars, nebulae, and galaxies, and use models such as the Hertzsprung-Russell diagram for classification 8.9(B) relate plate tectonics to the formation of crustal features 8.9(C) interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering 8.7(C) Sun is many thousands of times closer to Earth than any other star used to gain information about distances and properties of components in the universe relate the position of the Moon and Sun to their effect on ocean tides 8.8(B) recognize that the Sun is a medium-sized star near the edge of a disc-shaped galaxy of stars and that the 8.8(C) explore how different wavelengths of the electromagnetic spectrum such as light and radio waves are 8.8(D) model and describe how light years are used to measure distances and sizes in the universe 8.9(A) describe the historical development of evidence that supports plate tectonic theory 8.10(A) recognize that the Sun provides the energy that drives convection within the atmosphere and oceans, producing winds and ocean currents 8.10(B) identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and fronts 8.10(C) identify the role of the oceans in the formation of weather systems such as hurricanes 7.8(C) model the effects of human activity on groundwater and surface water in a watershed 6.11(B) understand that gravity is the force that governs the motion of our solar system TCASE July 2016 Page 5 4 Organisms and Environments # Items (4 Grid) 8.11(A) describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems 8.11(B) investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition 8.11(C) explore how short-and long-term environmental changes affect organisms and traits in subsequent populations 8.11(D) artificial reefs, or use of resources have modified these systems selection and selective breeding such as the Galapagos Medium Ground Finch (Geospiza fortis) or skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole functions such as extracting energy from food to sustain life multicellular, autotrophic or heterotrophic, and mode of reproduction, that further classify them in the recognize human dependence on ocean systems and explain how human activities such as runoff, 7.10(B) describe how biodiversity contributes to the sustainability of an ecosystem 7.10(C) observe, record, and describe the role of ecological succession such as in a microhabitat of a garden with weeds 7.11(A) examine organisms or their structures such as insects or leaves and use dichotomous keys for identification 7.11(C) identify some changes in genetic traits that have occurred over several generations through natural domestic animals 7.12(B) identify the main functions of the systems of the human organism, including the circulatory, respiratory, 7.12(D) differentiate between structure and function in plant and animal cell organelles, including cell 7.12(F) recognize that according to cell theory all organisms are composed of cells and cells carry on similar 7.14(B) compare the results of uniform or diverse offspring from sexual reproduction or asexual reproduction 7.14(C) recognize that inherited traits of individuals are governed in the genetic material found in the genes within chromosomes in the nucleus 6.12(D) identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or currently recognized Kingdoms questions from Readiness Standards questions from Supporting Standards

8 A B C D E F G TOTAL % TCASE July 2016 Page 6 apply mathematics to problems arising in everyday life, society, and the workplace use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution analyze mathematical relationships to connect and communicate mathematical ideas

9 Considering Content for IEP Goal-setting 8.5(G) identify functions using sets of ordered pairs, tables, mappings, and graphs 8.7(C) use the Pythagorean theorem and its converse to solve problems Taught in 3 grades/courses Taught in 12 grades/courses Foundational to Algebra 1, Algebra 2, Geometry, Math Models Important for Geometry, Math Models 5 days in the district curriculum 25 days in the district curriculum Used to determine TV size, diagonal measurement Used for discounts, recipes, speed limits, savings long strand concepts [re]think goal setting We MUST consider ALL standards, but we can consider them in a prioritized order. 1. Tools to Know/Access (commonly used/highly assessed) 2. Ways to Show/Demonstrate (commonly used/highly assessed) 3. Long strand concept(s) TCASE July 2016 Page 7

10 Reporting Category Gr. 5 Gr. 6 Gr. 7 Gr. 8 IEP Reference Tool Mathematics TEKS - Long Strand Concepts (B) represent & solve multi step problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity 6.10(A) model and solve one-variable, one-step equations 7.11(A) model and solve one-variable, two-step and inequalities that represent problems, including geometric equations and concepts inequalities 8.8C model and solve one-variable equations with variables on both sides of the equal sign that represent mathematical and real-world problems using rational number coefficients and constants 6.5(A) represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions 6.4(B) apply qualitative & quantitative reasoning to solve prediction & comparison of real-world problems involving ratios & rates 6.6(C) represent a given situation using verbal descriptions, tables, graphs, & equations in the form y=kx or y=x+b 7.4(A) represent constant rates of change in mathematical & real-world problems given pictorial, tabular, verbal, numeric, graphical, & algebraic representations, including d=rt 5.5(A) classify two-dimensional figures in a hierarchy of sets & subsets using graphic organizers based on their attributes & properties 6.8(D) determine solutions for problems involving the area of rectangles, parallelograms, trapezoids, & triangles where dimensions are positive rational numbers 6.8(C) write equations that represent problems related to the area of rectangles, parallelograms, trapezoids, & triangles where dimensions are positive rational numbers 6.8(D) determine solutions for problems involving [ ] volume of right rectangular prisms where dimensions are positive rational numbers 6.8(C) write equations that represent problems related to [...] volume of right rectangular prisms where dimensions are positive rational numbers Personal Financial Literacy Data Analysis Geometry & Measurement Proportionality (Computations & Algebraic Relationships) Computations & Algebraic Relationships 5.4(D) recognize the difference between additive & multiplicative numerical patterns given in a table or graph 7.7(A) represent linear relationships using verbal descriptions, tables, graphs, & equations that simplify to the form y=mx+b 5.4(H) represent & solve problems related to perimeter &/or area & related to volume 5.4(G) use concrete objects & pictorial models to develop the formulas for the volume of a rectangular prism, including the special form for a cube (V=lwh, V=s 3, & V=Bh) 7.9(D) solve problems involving the lateral & total surface area of a rectangular prism, rectangular pyramid, triangular prism, & triangular pyramid by determining the area of the shape's net 7.9(A) solve problems involving the volume of rectangular prisms, triangular prisms, rectangular pyramids, & triangular pyramids 8.7(B) use previous knowledge of surface area to make connections to the formulas for lateral & total surface area & determine solutions for problems involving rectangular prisms, triangular prisms, & cylinders 8.7(A) solve problems involving the volume of cylinders, cones, & spheres TCASE July 2016 Page 8 5.9(C) solve one-/two-step problems using data from a frequency table, dot plot, bar graph, stem-&-leaf plot, or scatterplot 6.12(A) represent numeric data graphically, including dot plots, stem-&-leaf plots, histograms, & box plots 6.5(B) solve real-world problems to find the whole given a part & the percent, to find the part given the whole & the percent, and to find the percent given the part & the whole,including the use of concrete and pictorial models 7.6(G) solve problems using data represented in bar graphs, dot plots, & circle graphs, including part-towhole & part-to-part comparisons & equivalents 8.11(A) construct a scatterplot & describe the observed data to address questions of association such as linear, nonlinear & no association between bivariate data 7.4(D) solve problems involving ratios, rates, & percents, 8.12(D) calculate & compare simple interest & compound including multi-step problems involving percent increase interest earnings & percent decrease, & financial literacy problems

11 [re]visit PLAAFP [re]examine next steps Starting Point Big Questions Our plan Where do we start? Do we know the standards/understand the relationship of the standards to instruction? Do we know how to prioritize their instruction using the long strands? What data inform our decisions? Where do we focus? How do we add value to the PLC? How do we implement specially designed instruction? How do we individualize for students when they are all held accountable to the same standards? TCASE July 2016 Page 9