educators
Instructional Resources
- Learning Progression Frameworks: The Learning Progressions Frameworks (LPF) were designed for use with the Common Core State Standards in both English Language Arts and Literacy and Mathematics. The LPFs are based on research that describes how understanding of core concepts in English Language Arts and Mathematics typically develop over time when students have the benefit of high-quality instruction. These frameworks offer a guide for the development of curriculum and assessment and assist educators in lesson planning. (Hess & Kearns, 2010, 2011)
- Graduated Understandings: The Graduated Understandings are comprised of Instructional Families and Element Cards. They present the areas of curricular emphasis within and across grades and the progression of learning within domains of the Common Core State Standards.
- Core Content Connectors: The Core Content Connectors make connections between the Learning Progressions Framework indicators and the CCSS.
- Content Modules: The Content Modules offer general background for educators in content areas covered in the Common Core State Standards. The Content Modules present information and examples of concepts across grade bands; providing examples of instruction and accommodations/adaptations for topics that may be difficult to teach.
|
| ||||
|
| ||||
|
| ||||
| MSAA Vocabulary List |
CONTENT MODULES
Content Modules provide explanations and examples of the concepts contained in the Common Core State Standards that may be difficult to teach or unfamiliar to special education teachers. These modules can be used by teachers at the elementary, middle, and high school levels. They promote an understanding of the concepts so that a teacher can begin to plan how to teach the concepts to students and they provide teachers with potential adaptations and modifications to consider when designing materials and instruction.
There are sixteen Content Modules linked below, separated by content area.
There are sixteen Content Modules linked below, separated by content area.
| coordinate_plane_content_module.pdf |
ELEMENT CARDS
Math
Elements of Instructional Families: Patterns, Relations, and Functions
This document serves as a comprehensive guide for teaching mathematical concepts related to patterns, relations, and functions across various grade levels, from kindergarten through high school. It outlines Common Core State Standards (CCSS) alongside Common Core Connectors (CCC), offering concrete understandings, representations, and suggested instructional strategies for each specific learning objective. The emphasis is on developing a foundational understanding through hands-on activities, visual aids, and systematic teaching methods like "Model, Lead, Test" and "Task Analysis," supported by various scaffolds and manipulatives to ensure accessibility for diverse learners.
This document serves as a comprehensive guide for teaching mathematical concepts related to patterns, relations, and functions across various grade levels, from kindergarten through high school. It outlines Common Core State Standards (CCSS) alongside Common Core Connectors (CCC), offering concrete understandings, representations, and suggested instructional strategies for each specific learning objective. The emphasis is on developing a foundational understanding through hands-on activities, visual aids, and systematic teaching methods like "Model, Lead, Test" and "Task Analysis," supported by various scaffolds and manipulatives to ensure accessibility for diverse learners.
|
| ||||
Elements of the Instructional Families: Geometry
This document outlines a comprehensive curriculum framework for teaching geometry to students, likely those with cognitive disabilities, from kindergarten through high school. It breaks down geometric concepts by grade level, aligning them with Common Core State Standards (CCSS) and providing Concrete Understandings (foundational tactile and experiential learning), Representation (understanding through visuals and vocabulary), and detailed Suggested Instructional Strategies and Supports and Scaffolds. The core purpose is to equip educators with practical, multi-sensory approaches for teaching geometric recognition, description, classification, construction, problem-solving, and transformations, ensuring accessibility and engagement for all learners regardless of orientation or size.
This document outlines a comprehensive curriculum framework for teaching geometry to students, likely those with cognitive disabilities, from kindergarten through high school. It breaks down geometric concepts by grade level, aligning them with Common Core State Standards (CCSS) and providing Concrete Understandings (foundational tactile and experiential learning), Representation (understanding through visuals and vocabulary), and detailed Suggested Instructional Strategies and Supports and Scaffolds. The core purpose is to equip educators with practical, multi-sensory approaches for teaching geometric recognition, description, classification, construction, problem-solving, and transformations, ensuring accessibility and engagement for all learners regardless of orientation or size.
|
| ||||
Elements of the Instructional Families: Number and Operations – Real Numbers
This document outlines a comprehensive curriculum for teaching mathematical concepts related to real numbers across various grade levels, from kindergarten through high school. It details specific Common Core State Standards (CCSS) alongside corresponding Core Content Connectors (CCCs), which break down each standard into smaller, teachable elements. For each concept, the document provides concrete understandings (what students should physically be able to do), representations (how students should represent their understanding), and numerous suggested instructional strategies and supports and scaffolds to aid educators in teaching diverse learners. The overarching purpose is to provide a structured framework for developing students' foundational skills in number operations, progressing from basic counting and place value to more complex topics like exponents, scientific notation, irrational numbers, and problem-solving with all four arithmetic operations.
This document outlines a comprehensive curriculum for teaching mathematical concepts related to real numbers across various grade levels, from kindergarten through high school. It details specific Common Core State Standards (CCSS) alongside corresponding Core Content Connectors (CCCs), which break down each standard into smaller, teachable elements. For each concept, the document provides concrete understandings (what students should physically be able to do), representations (how students should represent their understanding), and numerous suggested instructional strategies and supports and scaffolds to aid educators in teaching diverse learners. The overarching purpose is to provide a structured framework for developing students' foundational skills in number operations, progressing from basic counting and place value to more complex topics like exponents, scientific notation, irrational numbers, and problem-solving with all four arithmetic operations.
|
| ||||
Elements of the Instructional Families: Data, Probability and Statistics
This document outlines a structured approach to teaching data analysis across different grade levels, from early elementary to high school. It emphasizes Common Core State Standards (CCSS) by detailing Concrete Understandings and Representations for students at various developmental stages, ensuring accessibility for diverse learners. Key themes include formulating questions, representing and interpreting data, and drawing conclusions using various graphical and statistical methods. The text consistently provides Suggested Instructional Strategies like task analysis and modeling, alongside Supports and Scaffolds such as graphic organizers and manipulatives, to facilitate effective teaching and student comprehension of data, probability, and statistics.
This document outlines a structured approach to teaching data analysis across different grade levels, from early elementary to high school. It emphasizes Common Core State Standards (CCSS) by detailing Concrete Understandings and Representations for students at various developmental stages, ensuring accessibility for diverse learners. Key themes include formulating questions, representing and interpreting data, and drawing conclusions using various graphical and statistical methods. The text consistently provides Suggested Instructional Strategies like task analysis and modeling, alongside Supports and Scaffolds such as graphic organizers and manipulatives, to facilitate effective teaching and student comprehension of data, probability, and statistics.
Elements of the Instructional Families: Data, Probability and Statistics
This document outlines a structured approach to teaching data analysis across different grade levels, from early elementary to high school. It emphasizes Common Core State Standards (CCSS) by detailing Concrete Understandings and Representations for students at various developmental stages, ensuring accessibility for diverse learners. Key themes include formulating questions, representing and interpreting data, and drawing conclusions using various graphical and statistical methods. The text consistently provides Suggested Instructional Strategies like task analysis and modeling, alongside Supports and Scaffolds such as graphic organizers and manipulatives, to facilitate effective teaching and student comprehension of data, probability, and statistics.
This document outlines a structured approach to teaching data analysis across different grade levels, from early elementary to high school. It emphasizes Common Core State Standards (CCSS) by detailing Concrete Understandings and Representations for students at various developmental stages, ensuring accessibility for diverse learners. Key themes include formulating questions, representing and interpreting data, and drawing conclusions using various graphical and statistical methods. The text consistently provides Suggested Instructional Strategies like task analysis and modeling, alongside Supports and Scaffolds such as graphic organizers and manipulatives, to facilitate effective teaching and student comprehension of data, probability, and statistics.
|
| ||||
Elements of the Instructional Families: Measurement
This document outlines instructional elements for teaching measurement across various grade levels, from kindergarten through high school, aligning with Common Core State Standards (CCSS). It details specific measurable attributes and concepts like comparing lengths, understanding standard and non-standard units, calculating area and perimeter, and converting units. For each concept, the text provides concrete understandings, representational strategies, and suggested instructional methods such as "Model-Lead-Test" and "Least-to-Most prompts," alongside supportive scaffolds like graphic organizers and physical tools, all designed to facilitate a deeper understanding of mathematical measurement principles.
This document outlines instructional elements for teaching measurement across various grade levels, from kindergarten through high school, aligning with Common Core State Standards (CCSS). It details specific measurable attributes and concepts like comparing lengths, understanding standard and non-standard units, calculating area and perimeter, and converting units. For each concept, the text provides concrete understandings, representational strategies, and suggested instructional methods such as "Model-Lead-Test" and "Least-to-Most prompts," alongside supportive scaffolds like graphic organizers and physical tools, all designed to facilitate a deeper understanding of mathematical measurement principles.
|
| ||||
Elements of the Instructional Families: Number and Operations – Fractions
This document outlines a comprehensive curriculum framework for teaching fractions, decimals, ratios, and percents across multiple grade levels, from foundational concepts to complex problem-solving. It meticulously details Common Core State Standards (CCSS) alongside Corresponding Common Core (CCC) objectives, specifying the progression of understanding from identifying basic fraction components like numerators and denominators to performing operations with rational numbers and solving real-world ratio problems. The text also provides a wealth of suggested instructional strategies and supports and scaffolds, emphasizing concrete, visual, and manipulative-based approaches to ensure students develop a deep understanding of these interconnected mathematical concepts.
This document outlines a comprehensive curriculum framework for teaching fractions, decimals, ratios, and percents across multiple grade levels, from foundational concepts to complex problem-solving. It meticulously details Common Core State Standards (CCSS) alongside Corresponding Common Core (CCC) objectives, specifying the progression of understanding from identifying basic fraction components like numerators and denominators to performing operations with rational numbers and solving real-world ratio problems. The text also provides a wealth of suggested instructional strategies and supports and scaffolds, emphasizing concrete, visual, and manipulative-based approaches to ensure students develop a deep understanding of these interconnected mathematical concepts.
| Elements of the Instructional Families: Number and Operations – Fractions |
ELA
Element Cards for Prioritized RI CCCs
This document, titled "Element Cards for Prioritized RI," outlines Common Core State Standards (CCSS) for reading informational texts across various grade levels, from elementary to high school. It functions as a guide for educators, providing essential understandings that students should master, such as identifying main ideas, analyzing text structures, utilizing text features, and connecting information from diverse media. Each section details suggested instructional strategies like graphic organizers, interactive reading, and modeling, alongside scaffolds and supports to aid student comprehension. The overall purpose is to equip students with the skills to effectively comprehend, analyze, and synthesize informational texts across different formats and media, emphasizing critical thinking and the evaluation of evidence and author's purpose.
This document, titled "Element Cards for Prioritized RI," outlines Common Core State Standards (CCSS) for reading informational texts across various grade levels, from elementary to high school. It functions as a guide for educators, providing essential understandings that students should master, such as identifying main ideas, analyzing text structures, utilizing text features, and connecting information from diverse media. Each section details suggested instructional strategies like graphic organizers, interactive reading, and modeling, alongside scaffolds and supports to aid student comprehension. The overall purpose is to equip students with the skills to effectively comprehend, analyze, and synthesize informational texts across different formats and media, emphasizing critical thinking and the evaluation of evidence and author's purpose.
|
| ||||
LEARNING PROGRESSION FRAMEWORKS
(LPFs) define research-based pathways for learning. Learning Progression Frameworks are developed and refined using available research and evidence and have clear binding threads that articulate the essential core concepts and processes of a discipline (sometimes called the ‘big ideas’ of the discipline). The LPFs articulate movement toward increased understanding (meaning deeper, broader, more sophisticated understanding).
|
| ||||
|
| ||||
ADDITIONAL RESOURCES
TIES Center
The TIES Center (Increasing Time, Instructional Effectiveness, Engagement and State Support) is a national technical assistance center that is promoting inclusive practices for students with significant cognitive disabilities. The TIES Center has many resources for educators and has Distance Learning articles that provide information on particular topics such as schedule making and time management.
CAST
Since its founding in 1984, CAST has seeded and grown the field of Universal Design for Learning through creative research and development, strategic partnerships, teacher preparation and support, and international outreach.
Sample Items
Using the MSAA Practice site allows students to become familiar with the assessment features and tools- these experiences can then be transferred to other online learning tools. A great resource is the Demonstration Videos. These videos highlight how to administer an item and how to determine if a student has a consistent communication mode. These can be used to show how instruction can be delivered and how students may need to be supported.
The TIES Center (Increasing Time, Instructional Effectiveness, Engagement and State Support) is a national technical assistance center that is promoting inclusive practices for students with significant cognitive disabilities. The TIES Center has many resources for educators and has Distance Learning articles that provide information on particular topics such as schedule making and time management.
CAST
Since its founding in 1984, CAST has seeded and grown the field of Universal Design for Learning through creative research and development, strategic partnerships, teacher preparation and support, and international outreach.
Sample Items
Using the MSAA Practice site allows students to become familiar with the assessment features and tools- these experiences can then be transferred to other online learning tools. A great resource is the Demonstration Videos. These videos highlight how to administer an item and how to determine if a student has a consistent communication mode. These can be used to show how instruction can be delivered and how students may need to be supported.
COVID-19 Impact Study Report
|
| ||||