Content Modules are curriculum resources that help educators deliver grade-level content in a way that is accessible and appropriate for students with significant cognitive disabilities. They are part of NCSC’s Core Content Connectors (CCCs) framework, which also includes curriculum resources, learning progressions, and instructional families.
Data Analysis Probability and Statistics 1 Content Module This document outlines a progressive curriculum for data analysis, probability, and statistics across different educational levels, from elementary to high school. It details how students will gradually develop skills, starting with gathering and interpreting data to answer simple questions in elementary school, often with teacher guidance and focusing on concrete representations like picture graphs and tally charts. As students advance to middle school, the focus shifts to designing investigations, comparing multiple populations, and understanding measures of central tendency and variability through various graphical displays. By high school, the curriculum emphasizes designing and conducting statistical studies, using appropriate statistical measures, and developing concepts of statistical inference and significance, culminating in the ability to analyze complex data sets and apply findings to real-world situations.
Geometry This document outlines a K-12 geometry learning progression, emphasizing a gradual, building-block approach that transitions students from basic shape recognition to complex problem-solving and formal proofs. Key learning targets are distinct for elementary, middle, and high school, focusing on attributes, relationships, and proofs, respectively. Throughout these stages, the curriculum consistently develops spatial reasoning by progressing through themes like shape classification, composing and decomposing figures, understanding lines and angles, applying coordinate geometry and transformations, and utilizing the Pythagorean theorem. Ultimately, this scaffolded process aims to build a strong foundation in attribute-based reasoning and real-world geometric applications, preparing students for advanced mathematical studies.
Measurement 1 & 2 These documents provide a comprehensive educational framework for teaching measurement and geometry from kindergarten through high school. The curriculum transitions from basic tasks, such as comparing object sizes and identifying time, to complex middle school skills like converting units and calculating the volume of prisms. High school targets emphasize precision, the use of algebraic formulas, and the application of geometric modeling to solve real-world design challenges. Throughout the grades, students learn to manipulate area, perimeter, and scale while selecting the most appropriate tools for various tasks. Ultimately, the guides aim to build a deep understanding of how measurable attributes relate to mathematical systems and practical situations.
Number and Operations 1, 2, & 3 Content Module These documents outline the MSAA Instructional Resource Guides for mathematics, detailing a structured progression of learning targets and indicators from kindergarten through high school. The first source focuses on number systems, tracking student development from basic counting and place value to the advanced use of rational, irrational, and complex numbers. The second source establishes a framework for computational strategies, moving from elementary arithmetic and fraction operations to proportional reasoning and matrix algebra. Finally, the third source emphasizes metacognitive skills, requiring students to justify their mathematical logic through estimation, modeling, and formal arguments. Together, these guides align specific instructional tasks with Common Core State Standards to ensure a comprehensive mathematical foundation. Each grade level introduces increasing complexity to foster flexibility, accuracy, and analytical thinking across all numerical domains.
Patterns Relations and Functions 1 This document outlines a developmental progression for understanding patterns, relations, and functions in mathematics education, spanning from elementary through high school. It emphasizes a gradual shift from concrete representations to abstract modeling, highlighting the increasing complexity students encounter as they learn to identify, describe, and apply these mathematical concepts. A core theme across all levels is the exploration and interpretation of change in various real-world contexts, moving from simple addition/subtraction to complex rates of change, proportional relationships, and ultimately, sophisticated mathematical models for prediction and explanation. The text underscores the importance of multi-modal learning and the interconnectedness of mathematical concepts as foundational for advanced algebraic and functional thinking.
Patterns Relations and Functions 2 Content Module This document outlines a developmental progression for understanding patterns, relations, and functions in mathematics education, spanning from elementary through high school. It emphasizes a gradual shift from concrete representations to abstract modeling, highlighting the increasing complexity students encounter as they learn to identify, describe, and apply these mathematical concepts. A core theme across all levels is the exploration and interpretation of change in various real-world contexts, moving from simple addition/subtraction to complex rates of change, proportional relationships, and ultimately, sophisticated mathematical models for prediction and explanation. The text underscores the importance of multi-modal learning and the interconnectedness of mathematical concepts as foundational for advanced algebraic and functional thinking.
Symbolic Expression This document outlines a K-12 learning progression for symbolic expression, detailing how students' understanding and application of mathematical symbols evolve across different educational stages. It emphasizes a progressive development from foundational numerical relationships in elementary school, where students learn to represent and compare quantities using basic symbols like =, >, and <, to more abstract algebraic thinking in middle school, focusing on contextual problem-solving and manipulating expressions and equations with variables. Finally, high school involves advanced representation and abstract modeling, encompassing complex functions, multiple variables, and sophisticated mathematical structures like matrices and vectors. The core purpose is to illustrate a continuous growth in students' ability to represent, interpret, manipulate, and solve mathematical relationships using symbolic notation.
Informational Writing This document outlines Core Content Connectors for writing, detailing how students from kindergarten through high school develop skills in informative/explanatory writing, narrative writing, and opinion/argumentative writing. It emphasizes a progressive mastery, beginning with foundational elements like recalling information and using drawings in early grades, and advancing to more complex tasks such as assessing source credibility, integrating diverse information while avoiding plagiarism, and developing formal style with varied sentence structures. Across all grade levels and writing types, the standards consistently highlight the importance of gathering relevant information, organizing ideas logically, and revising and editing for clarity, coherence, and audience.
Reading at the Word Level This comprehensive document outlines reading and language arts standards across various grade levels, from kindergarten through twelfth grade. It details progressive expectations for students in key areas like vocabulary acquisition, reading fluency, comprehension of literary and informational texts, and collaborative discussion skills. A core emphasis is placed on developing strategies for determining word meaning through context and reference materials, along with the ability to analyze text structure, author's purpose, and thematic development. The standards consistently highlight the importance of using textual evidence to support understanding and the gradual progression of skills necessary for engaging with increasingly complex texts and diverse media.
Persuasive Writing This document outlines Core Content Connectors (CCCs) for persuasive writing, aligning them with Common Core State Standards (CCSS) from kindergarten through twelfth grade. It details a progressive learning path where students gradually develop skills in generating and organizing ideas, supporting opinions with evidence, and understanding audience and purpose. Key themes involve the systematic progression of writing abilities, from simply stating an opinion in early grades to constructing complex arguments with counterclaims and nuanced language in high school, always emphasizing credible sources and effective revision.
Literary Writing This document outlines a progressive framework for developing narrative writing skills from Kindergarten through twelfth grade, aligning with Common Core State Standards. It details specific progress indicators for each grade level, demonstrating a gradual increase in complexity for tasks like generating story ideas, sequencing events, elaborating with descriptive details, and revising/editing written work. A central theme throughout is the emphasis on developing well-structured narratives that effectively convey real or imagined experiences, with increasing sophistication in techniques like establishing point of view, incorporating dialogue, and crafting meaningful conclusions to engage the reader. The document's purpose is to provide clear benchmarks for students' growth in literary composition.
Writing Across All Types This document outlines the Core Content Connectors (CCCs) for writing, detailing specific grade-level expectations from Kindergarten through twelfth grade. It maps these connectors to the Common Core State Standards (CCSS) Anchor Standards, illustrating a progressive development of writing skills. Key areas of focus include the use of technology for production and collaboration, the strategic incorporation of visual and multimedia elements, and a comprehensive progression in grammar, conventions, and vocabulary acquisition. The overall purpose is to provide a clear, sequential framework for fostering robust writing abilities across K-12 education.
Habits and Dispositions This document outlines developmental literacy expectations for students from Kindergarten through twelfth grade, specifically focusing on the attitudes and practices that foster effective reading and writing. It details how students progress from recognizing that reading makes sense and writing carries a message in early grades to critically evaluating diverse media and understanding complex ethical issues in higher grades. Key themes include fostering enjoyment in choosing texts, engaging in collaborative discussions, employing self-monitoring comprehension strategies, and refining writing through feedback, all while progressively encouraging independent learning and critical thinking across various text types and purposes.
Reading Informational Text This document outlines a progression of reading comprehension skills for informational texts, spanning from Kindergarten through twelfth grade. It details specific objectives for students at each grade level, focusing on how they interact with non-fiction materials. Key areas include developing basic print concepts like identifying book parts, understanding text features such as headings and diagrams, and grasping how authors organize information (e.g., cause/effect, compare/contrast). As students advance, the emphasis shifts towards analyzing author's purpose and point of view, evaluating supporting evidence, and synthesizing complex information from multiple sources to build deeper understanding.
Reading Literary Text This document outlines the Core Content Connectors (CCCs) for Reading Literary Text, a framework designed to guide the instruction of literary analysis for students with significant cognitive disabilities from Kindergarten through high school. It details a developmental progression of reading literary text skills, illustrating how expectations evolve from basic engagement with print in early grades to sophisticated analysis of literary elements and authorial choices in later years. A central emphasis across all levels is the importance of using textual evidence to support comprehension and interpretations, directly linking these learning targets to the Common Core State Standards (CCSS) in English Language Arts. Ultimately, the CCCs aim to provide clear, progressive learning targets that enable these students to access and engage meaningfully with grade-level literary content.
Core Content Connectors by Common Core State Standards
The following view of the Core Content Connectors (CCCs) is formatted in a similar fashion to the Common Core State Standards (CCSS). This view begins with the CCSS and then lists each CCC that is linked to that specific standard. This view shows explicitly how each CCSS is broken down into multiple CCC's. This view may be helpful when collaborating with general education colleagues to edit.
Mathematics
Math Elementary CCC k-5 This document serves as a comprehensive guide outlining mathematics learning objectives for students from kindergarten through fifth grade. It meticulously details the Common Core State Standards (CCSS) for each grade level, categorizing them into broad areas such as Counting and Cardinality, Operations and Algebraic Thinking, and Geometry. Crucially, the document also integrates Core Content Connectors (CCCs), which are simplified and more specific learning goals, linked directly to their corresponding CCSS. This dual presentation aims to provide educators with a clear framework for teaching and assessing mathematical skills, ensuring a structured and accessible progression of learning across elementary grades.
Matn Middle School CCCs 6-8 This document outlines the essential mathematical skills and concepts for students in Grades 6, 7, and 8, aligning them with the broader Common Core State Standards. It functions as an instructional resource guide, detailing specific areas of focus within mathematics like ratios, the number system, expressions and equations, geometry, and statistics and probability. For each grade level and mathematical domain, the guide presents key understandings and applications, often accompanied by illustrative examples and a list of "Core Content Connectors" (CCCs) that further elaborate on the specific learning objectives. The overall purpose is to provide a clear framework for what students should know and be able to do in middle school mathematics, linking these core skills to more granular learning outcomes.
Math High School CCCs This document serves as an instructional guide, specifically for students in high school taking the MSAA. It mirrors the Common Core document for high school mathematics, but critically, it includes "Core Content Connectors (CCCs) linked to each CCSS." This means for each specific mathematical standard in areas like Statistics and Probability, Geometry, Functions, Algebra, and Number and Quantity, the document outlines the core skills and knowledge students should master, often providing simplified or more focused objectives (CCCs) alongside the broader Common Core State Standards. The inclusion of CCCs indicates an adaptation to potentially accommodate diverse learning needs, emphasizing the most essential components of each standard.
ELA Language Standards This document outlines English Language Arts standards for K-12 students, specifically focusing on language conventions and vocabulary acquisition. It details a progression of skills across grade levels, starting with foundational elements like printing letters and forming basic sentences in kindergarten, and advancing to complex grammar, sentence structure, and nuanced word usage in higher grades. The standards emphasize the demonstration of command over standard English grammar, capitalization, punctuation, and spelling for both written and spoken communication. Furthermore, a significant portion addresses vocabulary development, encouraging students to determine word meanings through context, reference materials, and an understanding of figurative language and word relationships, all aimed at fostering college and career readiness.
*Reading Standards for Foundational Skills This comprehensive document outlines reading and language arts standards across various grade levels, from kindergarten through twelfth grade. It details progressive expectations for students in key areas like vocabulary acquisition, reading fluency, comprehension of literary and informational texts, and collaborative discussion skills. A core emphasis is placed on developing strategies for determining word meaning through context and reference materials, along with the ability to analyze text structure, author's purpose, and thematic development. The standards consistently highlight the importance of using textual evidence to support understanding and the gradual progression of skills necessary for engaging with increasingly complex texts and diverse media.
Reading Standards for Informational Text This document outlines the Common Core State Standards for English Language Arts, specifically Reading Standards for Informational Text across grades K-12, serving as an instructional resource guide. It meticulously details how reading comprehension skills are expected to progress and deepen with each grade level. The standards emphasize understanding key ideas and details in texts, analyzing craft and structure through elements like word choice and point of view, and integrating knowledge and ideas by comparing and contrasting different works or mediums. Ultimately, the goal is to foster independent and proficient reading of increasingly complex literary texts as students advance through their academic careers.
Reading Standards for Literature K-12 This document outlines the Common Core State Standards for English Language Arts, specifically Reading Standards for Literature across grades K-12, serving as an instructional resource guide. It meticulously details how reading comprehension skills are expected to progress and deepen with each grade level. The standards emphasize understanding key ideas and details in texts, analyzing craft and structure through elements like word choice and point of view, and integrating knowledge and ideas by comparing and contrasting different works or mediums. Ultimately, the goal is to foster independent and proficient reading of increasingly complex literary texts as students advance through their academic careers.
Writing Standards This document outlines the English Language Arts Writing Standards from Kindergarten through 12th grade, emphasizing the development of argumentative, informative/explanatory, and narrative writing skills. It details a progression of learning, starting with foundational elements like drawing and dictating in early grades, and advancing to complex analysis, research, and sophisticated organizational structures in higher grades. A core theme throughout is the importance of purposeful writing, gathering and using evidence effectively, and revising and editing with feedback to produce clear, coherent texts appropriate for various tasks and audiences.
Speaking and Listening Standards This document outlines the Common Core State Standards for English Language Arts, specifically focusing on Speaking and Listening skills across grades K-12. It details how students are expected to develop their abilities in collaborative discussions, learning to follow rules, build on others' ideas, and ask clarifying questions. The standards also emphasize the importance of comprehending and evaluating information presented orally or through various media, progressing from basic understanding in early grades to critically assessing a speaker's point of view, evidence, and rhetoric in higher grades. Furthermore, the document addresses presentation skills, guiding students to clearly and logically present information using relevant details and incorporating multimedia to enhance understanding, all while adapting their speech to different contexts.
Science EPEs This document outlines Extended Performance Expectations (EPEs) for science education across elementary, middle, and high school levels, derived from Next Generation Science Standards (NGSS). Each section details specific performance expectations focusing on core scientific concepts, such as weather patterns, inheritance, Earth's systems, and energy transfer. The EPEs are broken down into increasing levels of complexity, illustrating a progression of learning within each standard, and emphasize the integration of Science and Engineering Practices (SEP), Disciplinary Core Ideas (DCI), and Crosscutting Concepts (CCC) to provide a comprehensive framework for science assessment.
MSAA Instructional Resource Guide, PDFs revised from the NCSC content developed as part of the National Center and State Collaborative under a grant from the US Department of Education.