P79M/Dr.

Horan School
Career Development and Occupational Studies (NYS CDOS)

All Service Categories

Sept 2013 June 2014

Big Ideas:

2013-2014 School Year

1. 2. Instruction must be aligned with students IEPs (Present Levels of Performance; Annual Goals/Short Term Objectives; Related Services; Transition) for a reasonably calculated Educational Benefit. Use the NYS Career Development and Occupational Studies Core Curriculum with Resource Guide to plan age appropriate, differentiated learning experiences that will help students develop skill sets needed for all areas of transition (NYS SPP13). Use a variety of assessment tools (e.g.; SANDI, BRIGANCE, Level 1 Interest and Preference Survey, Teacher made materials, etc.) to determine performance levels for identified skill sets (to inform instruction and establish next steps) Follow the recommendations given by the 2013-2014 Citywide Instructional Expectations for the purpose of gaining a stronger understanding of the curricular and pedagogical demands of the NYS Common Core State Learning Standards. Please refer to the Danielsons Framework for Teaching (New Teacher Evaluation and Development system ADVANCE) to guide instruction and support pedagogical practice. Review the Elements of a Good Lesson handout to plan age-appropriate lessons using instructional resources (Unique Learning System, News-2-You, GRTL), State/local standards (Common Core State Learning Standards, New Language Arts Progressions, Home Language Arts Progressions, and 2013-2014 NYSAA Framework), Positive Behavior Supports (PBIS)/Emotional Literacy tenets, and information technology (Computers, Software, I Pads, AAC devices). Differentiate instruction (content, process, environment, and product in each instructional activity) to meet the cognitive ability and skill levels of all students using the theoretical frameworks provided by Universal Design for Learning (UDL) and Depths of Knowledge (DOK). Include all students in daily instructional activities that promote receptive (comprehension) and expressive forms of communication by providing them with individualized communication systems, age respectful materials, a range of accommodations, adaptations, and supports (physical, gesture, verbal, visual, and modeling). Allow students to choose how they will document information. Students may use writing (symbols, gestures, AAC devices, words, phrases or sentences), word processing, graphic organizers, pictures, drawings, models, etc.

BIG IDEAS

IEP Alignment (SESIS)/Educational Benefit 3. 2012-13 Citywide Instructional Expectations; UDL; and DOK 4. Danielsons Framework for Teaching (ADVANCE) 5. NYS CDOS Resource Guide Differentiation of Instruction/ Multiple Points of Access (Tiers)
(Universal Design for Learning and Depths of Knowledge)

6.

Common Core State Learning Standards; NYSAA Framework; NYS New Language Arts and Home Language Arts Progressions, other NYS Learning Standards Data Collection- Level (%) of Accuracy Getting Ready to Learn (GRTL) Information Technology Resources PBIS/Emotional Literacy

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10. Include all students in reading and writing activities following the Workshop Model and Structured Teaching (TEACCH) protocols. 11. Use methodologies such as the Four Square Writing Method (www.FourSquareWriting.com) to promote student writing. 12. Assessment is an ongoing process. Gather and analyze data (levels of accuracy) from each activity/task to differentiate instruction in order to meet the cognitive ability levels and age of students. 13. Accuracy is a key measure of student performance. The level of accuracy is determined by comparing the students number of correct responses with the total number of expected responses.