1. Steps to Follow

2. Alignment of Standards-based instruction and functional skills

3. Getting Started • Process: • Identify the standard • Review outcomes • Identify Instructional Activities • Re-think what “functional” is • Provide supports that promote independence

4. Step 1 • Identify and link to the appropriate content standard(s). • State Standard Linked to Common Core • PSSA Anchors • Review what the standard is about • The Big Idea – Wiggins and McTighe • The Enduring Understanding – Wiggins and McTighe • Deconstruct the Standards – Stiggins • Unpacking the Standards

5. Guiding Questions • What is the Standard? • What is the grade level expectation? • PSSA anchor • What is the Standard all about? • Big Idea • Essential Questions

6. Webb’s DOK Levels (2002) • DOK Level 1 Recall of Information • DOK Level 2 Basic Reasoning • DOK Level 3 Complex Reasoning • DOK Level 4 Extended Reasoning

7. DOK, Verbs, and Difficulty • Cognitive complexity is not solely dependent upon the verb contained in the benchmark or item • Cognitive complexity is not dependent upon anticipated difficulty

8. Step 2 • Determine the Outcomes. • Refer to the grade level PSSA Anchors and Eligible Content • Use grade level curriculum as a guide • Guiding Questions • What are the desired outcomes for all students? • How will students demonstrate their knowledge and skills?

9. Common Understanding of DOK • Use the nouns and verbs to deconstruct the anchors and eligible content and to determine what the students need to know and be able to do • Give generic examples for each level (e.g., identify shape, describe shape, use shape to…) • Remember the verb alone is not a true indicator of the DOK Adapted from Understanding by Design Professional Workbook, Wiggins & McTighe, 2004, ASCD

10. Example

11. Step 3 • Identify the instructional activities that move the student toward achievement of the standard. • Instructional activities for all students Typical classroom activities – lecture, note-taking, etc. • Active participation for a student with significant cognitive disabilities • All parts of instruction based on student strengths and moving the student toward learning of prioritized outcomes linked to the grade level content standard • Previously identified and/or additional supports specific to instructional activities • Identify barriers • Determine supports

12. Guiding Questions • Is the student actively participating in each part of the instructional activity? • Are the activities moving the student toward outcomes linked to the grade level content standard? • Can the student access instruction? Is targeted information provided in student’s mode of communication? • Can the student interact with instruction and materials? Does the student have the means to demonstrate knowledge, skills, and conceptsacquired? • What will engage the student in the activity? How will the student remain motivated long enough to learn?

13. Consistency in Instructional Activity Participate in whole class activity Follow directions for the food web activity Read the index cards Work with others on building the food web Participate in whole class activity Follow directions Read the questions Write down the answers Participate in small group Follow directions for research Work with others Brainstorm what might happen if one organism was destroyed Conduct research on food webs

14. Participate in whole class activity Follow directions for the activity Readthe index cards Work with others on building the food web Participate in whole class activity Follow directions Readthe questions Record information writedown answers Participate in Work with others small group Follow directions for research Brainstorm what might happen to the organisms if one was destroyed Contribute/Share ideas Conduct research on food webs Find information, Read, Record information

15. Menu of Functional Skills that can be practiced within a variety of academic activities • Read • Accessing information • Receptive Communication • Vocabulary/Concept development • Comprehension • Find information • Read: • Receptive communication • Asking questions/asking for help • Expressive communication • Record information • Writing • Expressive communication • Follow directions • Listening • Receptive Communication • Comprehension • Contribute/Share ideas • Turn taking • Expressive communication • Work with others • Social interactions

16. Menu of Supports