An Introduction to LASSIsPart 1: Overview
Diane Browder, Ph.D. Caryn Allison, M.Ed.
Welcome to the LASSIs
The Least Dangerous Assumption (Donnellan, 1984)
We assume that students with the most significant
cognitive disabilities are competent and able to learn, and we support increased
educational opportunities in a range of learning
environments.
How to teach? What to teach?
HOW?WHAT?
t1
Slide 5
t1 my own flavortest, 9/20/2013
Grade 3 students: Grade 4 students: Grade 5 students: 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCCs CCCs CCCs 3.RL.h1 Answer questions related to the relationship between characters , setting, events, or conflicts (e.g., characters and events, characters and conflicts, setting and conflicts).
4.RL.i1 Refer to details and examples in a text when explaining what the text says explicitly.
5.RL.b1 Refer to details and examples in a text when explaining what the text says explicitly.
3.RL.i2 Answer questions (literal and inferential) and refer to text to support your answer.
4.RL.i2 Refer to details and examples in a text when drawing basic inferences about a story, poem, or drama.
5.RL.b2 Refer to specific text evidence to support inferences, interpretations, or conclusions.
3.RL.i3 Support inferences, opinions, and conclusions using evidence from the text including illustrations.
4.RL.k1 Use details and examples in a text when explaining the author’s purpose (e.g., what did the author use to scare you, surprise you?).
College and Career Readiness Anchor Standards for ReadingKey Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specifictextual evidence when writing or speaking to support conclusions drawn from the text.2. Determine central ideas or themes of a text and analyze their development; summarize the key supportingdetails and ideas.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Reading Standards for Literature
Learning Progressions Frameworks
Core Content ConnectorsCommon Core State Standards
Instructional Resource Guide
ContentModules
Curriculum Resource Guides
=Standards documents= Documents that promote teacher
understanding of the content= Documents that promote instruction of
the content
MS Unit UDLs
Ele Unit UDLs
HS Unit UDLs
MS MASSIs
& LASSIs
Ele MASSIs
&LASSIs
HS MASSIs
&LASSIs
WHAT
TO TEA
CHHOW TO TEA
CH
Graduated Understandings
Instructional Families
Element Cards
SCHEMA for Common Core State Standards ResourcesNCSC Instructional Resources
• Provides guidance for teaching the CCSS to students with the most significant cognitive disabilities
• Provides examples for differentiating instruction for a wide range of students in multiple grade levels
• Delineates the necessary skills and knowledge students need to acquire/mastery the content
Curriculum Resource Guide
Curriculum Resource Guides
What is included in CR Guide?
What is included in CR Guide?
What is included in CR Guide?
What is included in CR Guide?
What is included in CR Guide?
Learning Progressions Frameworks
Core Content ConnectorsCommon Core State Standards
Instructional Resource Guide
ContentModules
Curriculum Resource Guides
=Standards documents= Documents that promote teacher
understanding of the content= Documents that promote instruction of
the content
MS Unit UDLs
Ele Unit UDLs
HS Unit UDLs
MS MASSIs
& LASSIs
Ele MASSIs
&LASSIs
HS MASSIs
&LASSIs
WHAT
TO TEA
CHHOW TO TEA
CH
Graduated Understandings
Instructional Families
Element Cards
SCHEMA for Common Core State Standards ResourcesNCSC Instructional Resources
Instructional Resource
Guide
What is included in IR Guide?
• Overview of Systematic Instruction• Importance of Finding a Response Mode• Explanation of Instructional Strategies and “how to”• Provides sample script for math and ELA skill for each
instructional strategy• Troubleshooting Q&A
– Constant Time Delay (CTD)– System of Least Prompts– Model, Lead, Test – Example/Non‐example Training– Read Aloud
Sample Script(System of Least Prompts)
Learning Progressions Frameworks
Core Content ConnectorsCommon Core State Standards
Instructional Resource Guide
ContentModules
Curriculum Resource Guides
=Standards documents= Documents that promote teacher
understanding of the content= Documents that promote instruction of
the content
MS Unit UDLs
Ele Unit UDLs
HS Unit UDLs
MS MASSIs
& LASSIs
Ele MASSIs
&LASSIs
HS MASSIs
&LASSIs
WHAT
TO TEA
CHHOW TO TEA
CH
Graduated Understandings
Instructional Families
Element Cards
SCHEMA for Common Core State Standards ResourcesNCSC Instructional Resources
Read Aloud Methodologies for Students with Significant Cognitive
Disabilities
Diane Browder
Origins in Early Literacy
• Interactive storybook reading
– A What Works Clearinghouse evidence-based practice
• Has been applied with students with disabilities
Adapted for Older Students with Disabilities
• Story-based lessons
–Using adapted text
–Task analysis for steps to participate in the lesson
Adapted Text
• Purchase and read the original text– Expose students to the author’s original tone and rich language
for a high quality literary experience• Use original text when possible
– Use some original text readings even when using adapted text • Use summaries of chapter books
– Text complexity increases with grade bands• Use both literature and informational text from the
students’ assigned grade level• Do not automatically use picture supports
– Students may be able to work from with simple illustration or text alone
Access to Text
• Special education teacher
• Peer who is nondisabled
• Print to speech technology
• General education teacher may pose some comprehension questions
Higher Expectations for Outcomes
College, Career, and Community Readiness
Thank you for your interest
in the LASSIs!
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